Fostering Language Teaching Efficiency through Cognitive Linguistics / / ed. by Sabine De Knop, Antoon De Rycker, Frank Boers.
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...
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Superior document: | Title is part of eBook package: De Gruyter DGBA Backlist Complete English Language 2000-2014 PART1 |
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Place / Publishing House: | Berlin ;, Boston : : De Gruyter Mouton, , [2010] ©2010 |
Year of Publication: | 2010 |
Language: | English |
Series: | Applications of Cognitive Linguistics [ACL] ,
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Physical Description: | 1 online resource (388 p.) |
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Fostering Language Teaching Efficiency through Cognitive Linguistics / ed. by Sabine De Knop, Antoon De Rycker, Frank Boers. Berlin ; Boston : De Gruyter Mouton, [2010] ©2010 1 online resource (388 p.) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Applications of Cognitive Linguistics [ACL] , 1861-4078 ; 17 Frontmatter -- Table of contents -- Fostering language teaching efficiency through cognitive linguistics: Introduction -- 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 -- Phrasal verbs in EFL course books -- Basic-level salience in second language vocabulary acquisition -- Does 'chunking' foster chunk-uptake? -- 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 -- 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 -- 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 -- 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 restricted access http://purl.org/coar/access_right/c_16ec online access with authorization star 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. Issued also in print. Mode of access: Internet via World Wide Web. In English. Description based on online resource; title from PDF title page (publisher's Web site, viewed 28. Feb 2023) Fremdsprachenlernen. Kognitive Linguistik. Sprachunterricht. LANGUAGE ARTS & DISCIPLINES / Linguistics / General. bisacsh Cognitive Linguistics. Language Teaching. Alejo, Rafael, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Attardo, Salvatore, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Barnden, John, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Boers, Frank, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Boers, Frank, editor. edt http://id.loc.gov/vocabulary/relators/edt Bunce, Caroline, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Chen, Phyllis, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Cho, Kanako, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb De Knop, Sabine, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb De Knop, Sabine, editor. edt http://id.loc.gov/vocabulary/relators/edt De Rycker, Antoon, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb De Rycker, Antoon, editor. edt http://id.loc.gov/vocabulary/relators/edt Deconinck, Julie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Eddington, David, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Eyckmans, June, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Fong, Yu-Ying, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Fraser, Helen, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Hamrick, Phillip, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Herrera, Honesto, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Housen, Alex, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Hu, Ying-Hsueh, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Jing-Schmidt, Zhuo, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Juchem-Grundmann, Constanze, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Koester, Almut, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Krennmayr, Tina, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Lindstromberg, Seth, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Littlemore, Jeannette, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Neff-van Aertselaer, JoAnne, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Piquer, Ana, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Reveriego, Guadalupe, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Ruiz de Mendoza, Francisco, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Sanchez-Stockhammer, Christina, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Stengers, Helene, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Tang, Polly Liyen, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Taylor, John, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb White, Michael, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Wolf, Hans-Georg, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Xiaoyan, Xia, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Title is part of eBook package: De Gruyter DGBA Backlist Complete English Language 2000-2014 PART1 9783110238570 Title is part of eBook package: De Gruyter DGBA Backlist Linguistics and Semiotics 2000-2014 (EN) 9783110238457 Title is part of eBook package: De Gruyter DGBA Linguistics and Semiotics 2000 - 2014 9783110636970 ZDB-23-DLS Title is part of eBook package: De Gruyter De Gruyter Mouton Backlist 2000-2015 9783110742961 Title is part of eBook package: De Gruyter E-BOOK GESAMTPAKET / COMPLETE PACKAGE 2010 9783110233544 ZDB-23-DGG Title is part of eBook package: De Gruyter E-BOOK PACKAGE ENGLISH LANGUAGES TITLES 2010 9783110233551 Title is part of eBook package: De Gruyter E-BOOK PACKAGE ENGLISH LINGUISTICS 2010 9783110233568 Title is part of eBook package: De Gruyter E-BOOK PAKET LINGUISTIK UND LITERATURWISSENSCHAFT 2010 9783110233605 ZDB-23-DGA print 9783110245820 https://doi.org/10.1515/9783110245837 https://www.degruyter.com/isbn/9783110245837 Cover https://www.degruyter.com/document/cover/isbn/9783110245837/original |
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author_sort |
Alejo, Rafael, |
title |
Fostering Language Teaching Efficiency through Cognitive Linguistics / |
spellingShingle |
Fostering Language Teaching Efficiency through Cognitive Linguistics / Applications of Cognitive Linguistics [ACL] , Frontmatter -- Table of contents -- Fostering language teaching efficiency through cognitive linguistics: Introduction -- 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 -- Phrasal verbs in EFL course books -- Basic-level salience in second language vocabulary acquisition -- Does 'chunking' foster chunk-uptake? -- 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 -- 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 -- 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 -- 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 |
title_full |
Fostering Language Teaching Efficiency through Cognitive Linguistics / ed. by Sabine De Knop, Antoon De Rycker, Frank Boers. |
title_fullStr |
Fostering Language Teaching Efficiency through Cognitive Linguistics / ed. by Sabine De Knop, Antoon De Rycker, Frank Boers. |
title_full_unstemmed |
Fostering Language Teaching Efficiency through Cognitive Linguistics / ed. by Sabine De Knop, Antoon De Rycker, Frank Boers. |
title_auth |
Fostering Language Teaching Efficiency through Cognitive Linguistics / |
title_alt |
Frontmatter -- Table of contents -- Fostering language teaching efficiency through cognitive linguistics: Introduction -- 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 -- Phrasal verbs in EFL course books -- Basic-level salience in second language vocabulary acquisition -- Does 'chunking' foster chunk-uptake? -- 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 -- 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 -- 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 -- 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 |
title_new |
Fostering Language Teaching Efficiency through Cognitive Linguistics / |
title_sort |
fostering language teaching efficiency through cognitive linguistics / |
series |
Applications of Cognitive Linguistics [ACL] , |
series2 |
Applications of Cognitive Linguistics [ACL] , |
publisher |
De Gruyter Mouton, |
publishDate |
2010 |
physical |
1 online resource (388 p.) Issued also in print. |
contents |
Frontmatter -- Table of contents -- Fostering language teaching efficiency through cognitive linguistics: Introduction -- 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 -- Phrasal verbs in EFL course books -- Basic-level salience in second language vocabulary acquisition -- Does 'chunking' foster chunk-uptake? -- 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 -- 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 -- 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 -- 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 |
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9783110245837 9783110238570 9783110238457 9783110636970 9783110742961 9783110233544 9783110233551 9783110233568 9783110233605 9783110245820 |
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1861-4078 ; |
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P - Language and Literature |
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P - Philology and Linguistics |
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P51 |
callnumber-sort |
P 251 |
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https://doi.org/10.1515/9783110245837 https://www.degruyter.com/isbn/9783110245837 https://www.degruyter.com/document/cover/isbn/9783110245837/original |
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10.1515/9783110245837 |
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687690325 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>10813nam a22013455i 4500</leader><controlfield tag="001">9783110245837</controlfield><controlfield tag="003">DE-B1597</controlfield><controlfield tag="005">20230228123812.0</controlfield><controlfield tag="006">m|||||o||d||||||||</controlfield><controlfield tag="007">cr || ||||||||</controlfield><controlfield tag="008">230228t20102010gw fo d z eng d</controlfield><datafield tag="019" ind1=" " ind2=" "><subfield code="a">(OCoLC)859566452</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9783110245837</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/9783110245837</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-B1597)57624</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)687690325</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-B1597</subfield><subfield code="b">eng</subfield><subfield code="c">DE-B1597</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">gw</subfield><subfield code="c">DE</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">P51</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">LAN009000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">Fostering Language Teaching Efficiency through Cognitive Linguistics /</subfield><subfield code="c">ed. by Sabine De Knop, Antoon De Rycker, Frank Boers.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Berlin ;</subfield><subfield code="a">Boston : </subfield><subfield code="b">De Gruyter Mouton, </subfield><subfield code="c">[2010]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2010</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (388 p.)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">text file</subfield><subfield code="b">PDF</subfield><subfield code="2">rda</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Applications of Cognitive Linguistics [ACL] ,</subfield><subfield code="x">1861-4078 ;</subfield><subfield code="v">17</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="t">Frontmatter -- </subfield><subfield code="t">Table of contents -- </subfield><subfield code="t">Fostering language teaching efficiency through cognitive linguistics: Introduction -- </subfield><subfield code="t">Part I – The importance of usage-based language acquisition, but why it may not suffice in contexts of second language learning -- </subfield><subfield code="t">Language in the mind -- </subfield><subfield code="t">Phrasal verbs in EFL course books -- </subfield><subfield code="t">Basic-level salience in second language vocabulary acquisition -- </subfield><subfield code="t">Does 'chunking' foster chunk-uptake? -- </subfield><subfield code="t">Part II – How Cognitive Linguistics can inform decisions about what to teach -- </subfield><subfield code="t">Having many meanings: A corpus study of Spanish EFL writers' construals with have -- </subfield><subfield code="t">Seven events in three languages: Culture-specific conceptualizations and their implications for FLT -- </subfield><subfield code="t">Canonicity and variation in idiomatic expressions: Evidence from business press headlines -- </subfield><subfield code="t">The use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English -- </subfield><subfield code="t">Argument constructions and language processing: Evidence from a priming Experiment and pedagogical implications -- </subfield><subfield code="t">Choosing motivated chunks for teaching -- </subfield><subfield code="t">Part III – How Cognitive Lingusics can inform decisions about how to teach -- </subfield><subfield code="t">Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes -- </subfield><subfield code="t">A prototype approach to auxiliary selection in the Italian passato prossimo -- </subfield><subfield code="t">Obstacles to CM-guided L2 idiom interpretation -- </subfield><subfield code="t">Corpus-informed integration of metaphor in materials for the business English classroom -- </subfield><subfield code="t">Improving word learn-ability with lexical decomposition strategies -- </subfield><subfield code="t">Cognitive theory as a tool for teaching pronunciation -- </subfield><subfield code="t">Backmatter</subfield></datafield><datafield tag="506" ind1="0" ind2=" "><subfield code="a">restricted access</subfield><subfield code="u">http://purl.org/coar/access_right/c_16ec</subfield><subfield code="f">online access with authorization</subfield><subfield code="2">star</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="530" ind1=" " ind2=" "><subfield code="a">Issued also in print.</subfield></datafield><datafield tag="538" ind1=" " ind2=" "><subfield code="a">Mode of access: Internet via World Wide Web.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">In English.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Description based on online resource; title from PDF title page (publisher's Web site, viewed 28. Feb 2023)</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Fremdsprachenlernen.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Kognitive Linguistik.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Sprachunterricht.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES / Linguistics / General.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Cognitive Linguistics.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Language Teaching.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Alejo, Rafael, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield 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