Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology /

Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology / / ed. by Seth Lindstromberg, Frank Boers.

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Mastering the vocabulary of a foreign language is one of the most daunting tasks that language learners face. The immensity of the task is underscored by the realisation that it is not only single words but also numerous standardised phrases (idioms, collocations, etc.) that need to be acquired. The...

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Bibliographic Details
Superior document:Title is part of eBook package: De Gruyter DGBA Backlist Complete English Language 2000-2014 PART1
MitwirkendeR:
Beréndi, Márta,
Boers, Frank,
Caballero, Rosario,
Condon, Nora,
Csábi, Szilvia,
Eyckmans, June,
Kövecses, Zoltán,
Lindstromberg, Seth,
Littlemore, Jeannette,
MacArthur, Fiona,
Niemeier, Susanne,
Piquer Píriz, Ana María,
Skoufaki, Sophia,
Stengers, Hélène,
Suárez-Toste, Ernesto,
Verspoor, Marjolijn H.,
Walker, Crayton,
HerausgeberIn:
Boers, Frank,
Lindstromberg, Seth,
Place / Publishing House:Berlin ;, Boston : : De Gruyter Mouton, , [2008]
©2008
Year of Publication:2008
Language:English
Series:Applications of Cognitive Linguistics [ACL] , 6
Online Access:
Physical Description:1 online resource (396 p.)
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Table of Contents:
  • Frontmatter
  • Table of contents
  • Opening chapter
  • How cognitive linguistics can foster effective
  • vocabulary teaching
  • Part one: Refining the empirical evidence
  • Using conceptual metaphors and metonymies in
  • vocabulary teaching
  • Conceptual metaphoric meaning clues in two idiom
  • presentation methods
  • How cognitive linguistic motivations influence the
  • learning of phrasal verbs
  • A discovery approach to figurative language
  • learning with the use of corpora
  • Variables in the mnemonic effectiveness of
  • pictorial elucidation
  • Part two: Broadening the scope
  • Reasoning figuratively in early EFL: Some
  • implications for the development of vocabulary
  • Translating the senses: Teaching the metaphors in
  • winespeak
  • What bilingual word associations can tell
  • us
  • Factors which influence the process of
  • collocation
  • The notion of boundedness/unboundedness in the
  • foreign language classroom
  • Structural elaboration by the sound (and feel) of
  • it
  • A quantitative comparison of the English and
  • Spanish repertoires of figurative idioms
  • Closing chapter
  • From empirical findings to pedagogical
  • practice
  • Backmatter

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