This book argues that Second language teaching has not been well
served by recent approaches to the description of language content.
The book explores how Cognitive Linguistics offers teachers a
description of language that can translate into practical classroom
activities.
Arguing that Second Language Teaching has not been well served by
recent approaches to the description of language content, Randal
Holme explores how Cognitive Linguistics offers teachers a
description of language that can translate into practical classroom
activities because:
- theories of construction grammar help students wed form to
meaning- theories of embodied cognition relate form and meaning to
imagery derived from movement- new theories of linguistic
relativity show how second language errors can originate in the use
of first language forms with second language meaningsThe book looks
at how Cognitive Linguistic research into embodied cognition,
conceptualisation, and linguistic symbolism can offer new
perspectives on how teachers approach form. It summaries each area
of research whilst showing its application, unfolding its argument
through more than forty classroom activities and examples.
Table of contents:
AcknowledgementsList of Figures and TablesList of
ActivitiesIntroductionPART I: EMBODIED EXPERIENCEThe Problem of
Linguistic MeaningConceptualisation, Embodiment, and the Origins of
MeaningGesturePART II: CONCEPTUALISATIONLanguage, Culture and
Linguistic RelativityConceptualization and ConstrualPART III:
MEANING AND USAGETeaching Encyclopaedic MeaningUsage and
Grammatical MeaningPART IV: CONCLUSIONSTowards a CL
SyllabusReferences
Ausstattung/Bilder: ca. 272 p., 4 b/w tables, 21 b/w drawings - 222 x 141 mm
Seitenzahl: 251
Englisch
Abmessung: 216mm x 137mm x 20mm
Gewicht: 431g
ISBN-13: 9780230537392
ISBN-10: 0230537391
Best.Nr.: 25843714
RANDAL HOLME is Associate Professor of English at the Hong Kong Institute of Education. His main research interest is in the applications of Cognitive Linguistics to language teaching and learning. His publications include the books, Mind, Metaphor and Language Teaching (2003) and Literacy: an Introduction (2004).
Inhaltsangabe
Acknowledgements List of Figures and Tables List of Activities Introduction PART I: EMBODIED EXPERIENCE The Problem of Linguistic Meaning Conceptualisation, Embodiment, and the Origins of Meaning Gesture PART II: CONCEPTUALISATION Language, Culture and Linguistic Relativity Conceptualization and Construal PART III: MEANING AND USAGE Teaching Encyclopaedic Meaning Usage and Grammatical Meaning PART IV: CONCLUSIONS Towards a CL Syllabus References
