Fostering language teaching efficiency through cognitive linguistics / edited by Sabine De Knop, Frank Boers, Antoon De Rycker.

Format:

Book

Contributor:

Knop, Sabine de.

Boers, Frank.

Rycker, Antoon De.

Series:

Applications of cognitive linguistics ; 17.

Applications of cognitive linguistics; v. 17

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

Language acquisition--Study and teaching.

Language acquisition.

Cognitive grammar.

Physical Description:

1 online resource (404 p.)

Edition:

1st ed.

Place of Publication:

Berlin ; New York : De Gruyter Mouton, 2010.

Language Note:

English

Summary:

In contexts of instructed second language acquisition there is a need for teaching methods that are optimally efficient, i.e. teaching interventions that generate a maximal return on learners' and teachers' investment of time and effort. In the past couple of decades, many researchers have argued that insights from Cognitive Linguistics (CL) - when suitably translated for pedagogical purposes - can make a major contribution to fostering such language teaching efficiency. This collective volume assesses and supplements those CL proposals. The first part of the book positions CL-inspired language pedagogy vis-à-vis recent trends in mainstream applied linguistics and illustrates through several case studies that language-focused instruction (including CL-inspired instruction) is a useful - if not indispensable - complement to learner-autonomous, incidental acquisition. The second part demonstrates how CL research can help pedagogues identify hitherto neglected language elements that merit explicit targeting in second language instruction. The third part consists of contributions that put the pedagogical efficiency of several CL-inspired interventions to the test in classroom experiments. Additions to the currently available armoury of teaching methods are proposed. The kinds of target language items under examination in the book range from single words over multiword units to grammar patterns. Throughout, the volume illustrates how much pedagogy-oriented Cognitive Linguistics has matured in recent years.

Contents:

Frontmatter

Table of contents

Fostering language teaching efficiency through cognitive linguistics: Introduction / Boers, Frank / De Rycker, Antoon / De Knop, Sabine

Part I - The importance of usage-based language acquisition, but why it may not suffice in contexts of second language learning

Language in the mind / Taylor, John

Phrasal verbs in EFL course books / Alejo, Rafael / Piquer, Ana / Reveriego, Guadalupe

Basic-level salience in second language vocabulary acquisition / Xiaoyan, Xia / Wolf, Hans-Georg

Does 'chunking' foster chunk-uptake? / Stengers, Helene / Boers, Frank / Housen, Alex / Eyckmans, June

Part II - How Cognitive Linguistics can inform decisions about what to teach

Having many meanings: A corpus study of Spanish EFL writers' construals with have / Neff-van Aertselaer, JoAnne / Bunce, Caroline

Seven events in three languages: Culture-specific conceptualizations and their implications for FLT / Jing-Schmidt, Zhuo

Canonicity and variation in idiomatic expressions: Evidence from business press headlines / Herrera, Honesto / White, Michael

The use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English / Littlemore, Jeannette / Chen, Phyllis / Tang, Polly Liyen / Koester, Almut / Barnden, John

Argument constructions and language processing: Evidence from a priming Experiment and pedagogical implications / Eddington, David / Ruiz de Mendoza, Francisco

Choosing motivated chunks for teaching / Boers, Frank / Deconinck, Julie / Lindstromberg, Seth

Part III - How Cognitive Lingusics can inform decisions about how to teach

Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes / Cho, Kanako

A prototype approach to auxiliary selection in the Italian passato prossimo / Hamrick, Phillip / Attardo, Salvatore

Obstacles to CM-guided L2 idiom interpretation / Hu, Ying-Hsueh / Fong, Yu-Ying

Corpus-informed integration of metaphor in materials for the business English classroom / Juchem-Grundmann, Constanze / Krennmayr, Tina

Improving word learn-ability with lexical decomposition strategies / Sanchez-Stockhammer, Christina

Cognitive theory as a tool for teaching pronunciation / Fraser, Helen

Backmatter

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

9786612885174

9781282885172

1282885170

9783111832234

3111832236

9783110245837

3110245833

OCLC:

687690325