Cognitive linguistics, second language acquisition, and foreign language teaching /

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Bibliographic Details
Imprint:Berlin ; New York : Mouton de Gruyter, ©2004.
Description:1 online resource (vi, 283 pages) : illustrations
Language:English
Series:Studies on language acquisition ; 18
Studies on language acquisition ; 18.
Subject:
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11197292
Hidden Bibliographic Details
Other authors / contributors:Achard, Michel, 1959-
Niemeier, Susanne, 1960-
ISBN:9783110199857
3110199858
9783110173574
3110173573
3110173573
Notes:Includes bibliographical references and index.
Print version record.
Summary:This book shows that the notions developed within the Cognitive Linguistics movement afford an insightful perspective on several important areas of second language acquisition and pedagogy. The key concepts commonly invoked in cognitive analyses such as the usage-based conception of grammar, the radial organization of categories, metaphors, or cultural scripts, do not only represent powerful constructs within which the process of second language acquisition can be valuably investigated, but also allow teachers to successfully introduce problematic material in the foreign language classroom.
Other form:Print version: Cognitive linguistics, second language acquisition, and foreign language teaching. Berlin ; New York : Mouton de Gruyter, ©2004 3110173573 9783110173574
Description
Summary:

This collection of twelve papers demonstrates that the concepts developed within the Cognitive Linguistics movement afford an insightful perspective on several important areas of second language acquisition and pedagogy.

In the first part of the book, three papers show how three Cognitive Linguistics constructs provide a useful theoretical frame within which second language acquisition data can be analyzed. First, Talmy's typology of motion events is argued to constitute the base relative to which acquisition discrepancies in motion events are most valuably investigated. Secondly, the notion of "construction" is invoked in order to account for systematic differences between the native and non-native speakers' use of the English verb get. Finally, frequency and similarity effects are shown to play a crucial part in the learning of prepositions in a second language.

The second part of the book shows that the key concepts commonly invoked in Cognitive Linguistics analyses allow language teachers to insightfully structure the presentation of problematic material in the foreign language classroom. These concepts include among others polysemy, the figure/ground gestalt, the usage-based conception of grammar, the radial organization of categories, metaphors, and cultural scripts. The Cognitive Linguistics paradigm has already shown its viability to analyze a wide array of linguistic phenomena.

This book establishes its relevance in the areas of second language acquisition and language pedagogy. Its intended public is composed of Cognitive Linguists, Second Language Acquisition specialists, as well as foreign language pedagogy researchers, instructors, and students.

Physical Description:1 online resource (vi, 283 pages) : illustrations
Bibliography:Includes bibliographical references and index.
ISBN:9783110199857
3110199858
9783110173574
3110173573