Fostering Language Teaching Efficiency through Cognitive Linguistics

Published by De Gruyter Mouton 2010

Fostering Language Teaching Efficiency through Cognitive Linguistics

Edited by: Sabine De Knop , Frank Boers and Antoon De Rycker

Volume 17 in the series Applications of Cognitive Linguistics [ACL]

https://doi.org/10.1515/9783110245837

Overview
Contents

About this book

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.

Author / Editor information

Sabine De Knop, Facultés universitaires Saint-Louis, Brussels, Belgium; Frank Boers, Victoria University of Wellington, New Zealand; Antoon De Rycker, University of Malaya, Kuala Lumpur, Malaysia.

Topics

Frontmatter Requires Authentication Unlicensed Licensed Download PDF	i
Table of contents Requires Authentication Unlicensed Licensed Download PDF	vii
Fostering language teaching efficiency through cognitive linguistics: Introduction Frank Boers, Antoon De Rycker and Sabine De Knop Requires Authentication Unlicensed Licensed Download PDF	1
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 John Taylor Requires Authentication Unlicensed Licensed Download PDF	27
Phrasal verbs in EFL course books Rafael Alejo, Ana Piquer and Guadalupe Reveriego Requires Authentication Unlicensed Licensed Download PDF	59
Basic-level salience in second language vocabulary acquisition Xia Xiaoyan and Hans-Georg Wolf Requires Authentication Unlicensed Licensed Download PDF	79
Does 'chunking' foster chunk-uptake? Helene Stengers, Frank Boers, Alex Housen and June Eyckmans Requires Authentication Unlicensed Licensed Download PDF	99
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 JoAnne Neff-van Aertselaer and Caroline Bunce Requires Authentication Unlicensed Licensed Download PDF	119
Seven events in three languages: Culture-specific conceptualizations and their implications for FLT Zhuo Jing-Schmidt Requires Authentication Unlicensed Licensed Download PDF	137
Canonicity and variation in idiomatic expressions: Evidence from business press headlines Honesto Herrera and Michael White Requires Authentication Unlicensed Licensed Download PDF	167
The use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English Jeannette Littlemore, Phyllis Chen, Polly Liyen Tang, Almut Koester and John Barnden Requires Authentication Unlicensed Licensed Download PDF	189
Argument constructions and language processing: Evidence from a priming Experiment and pedagogical implications David Eddington and Francisco Ruiz de Mendoza Requires Authentication Unlicensed Licensed Download PDF	213
Choosing motivated chunks for teaching Frank Boers, Julie Deconinck and Seth Lindstromberg Requires Authentication Unlicensed Licensed Download PDF	239
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 Kanako Cho Requires Authentication Unlicensed Licensed Download PDF	257
A prototype approach to auxiliary selection in the Italian passato prossimo Phillip Hamrick and Salvatore Attardo Requires Authentication Unlicensed Licensed Download PDF	277
Obstacles to CM-guided L2 idiom interpretation Ying-Hsueh Hu and Yu-Ying Fong Requires Authentication Unlicensed Licensed Download PDF	293
Corpus-informed integration of metaphor in materials for the business English classroom Constanze Juchem-Grundmann and Tina Krennmayr Requires Authentication Unlicensed Licensed Download PDF	317
Improving word learn-ability with lexical decomposition strategies Christina Sanchez-Stockhammer Requires Authentication Unlicensed Licensed Download PDF	337
Cognitive theory as a tool for teaching pronunciation Helen Fraser Requires Authentication Unlicensed Licensed Download PDF	357
Backmatter Requires Authentication Unlicensed Licensed Download PDF	381

(Deutsch)

Language: English
Publisher: De Gruyter Mouton
Audience: Cognitive Linguists, Cognitive Scientists, Applied Linguists, Researchers in SLA/FLT, Language Teaching Professionals
Pages
- Front matter: 13
- Main content: 388
Keywords: Language Teaching; Cognitive Linguistics

eBook

Published: September 27, 2010
ISBN: 9783110245837

Hardcover

Published: August 17, 2010
ISBN: 9783110245820

Fostering Language Teaching Efficiency through Cognitive Linguistics

Frontmatter

Table of contents

Fostering language teaching efficiency through cognitive linguistics: Introduction

Language in the mind

Phrasal verbs in EFL course books

Basic-level salience in second language vocabulary acquisition

Does 'chunking' foster chunk-uptake?

Having many meanings: A corpus study of Spanish EFL writers' construals with have

Seven events in three languages: Culture-specific conceptualizations and their implications for FLT

Canonicity and variation in idiomatic expressions: Evidence from business press headlines

The use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English

Argument constructions and language processing: Evidence from a priming Experiment and pedagogical implications

Choosing motivated chunks for teaching

Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes

A prototype approach to auxiliary selection in the Italian passato prossimo

Obstacles to CM-guided L2 idiom interpretation

Corpus-informed integration of metaphor in materials for the business English classroom

Improving word learn-ability with lexical decomposition strategies

Cognitive theory as a tool for teaching pronunciation

Backmatter