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Applying cognitive linguistics to second language learning and teaching

Record Type:	Electronic resources : Monograph/item
Title/Author:	Applying cognitive linguistics to second language learning and teachingby Jeannette Littlemore.
Author:	Littlemore, Jeannette.
Published:	Basingstoke :Palgrave Macmillan,2009.
Description:	xii, 212 p. :ill. ;23 cm.
Subject:	Language and languagesStudy and teaching
Online resource:	access to fulltext (Palgrave)
ISBN:	9780230245259

Applying cognitive linguistics to second language learning and teaching
Littlemore, Jeannette.

Applying cognitive linguistics to second language learning and teaching[electronic resource] /by Jeannette Littlemore. - Basingstoke :Palgrave Macmillan,2009. - xii, 212 p. :ill. ;23 cm.

Includes bibliographical references and index.

'I see less of the surroundings. The story feels different'. Construal and Second Language Learning -- More on Categories: Words, Morphemes, Parts of Speech, 'Grammar rules' and Phonological Features as Radial Categories -- More about Spinsters and their Cats. Encyclopaedic Knowledge and Second Language Learning -- 'Eyebrow heads' and 'yummy mummies'Metaphor and Second Language Learning -- 'Jane Austen's on the ground floor' p5 s or is she? Metonymy and Second Language Learning -- What Have Bees, Macaque Monkeys and Humans got in Common? Embodied Cognition,Gesture and Second Language Learning -- 'Loud suits' and 'sharp cheese' 'Motivated language' and Second Language Learning -- 'Brian sent Antarctica a walrus' Construction Grammars and Second Language Learning.

Cognitive linguistics is a relatively new discipline which is rapidly becoming mainstream andinfluential, particularly in the area of second language teaching. Some findings from cognitive linguistics lend further support to existing language teaching methodologies, whereas others have led to intriguing suggestions for alternative ways of presentinggrammar and vocabulary in the language classroom. Moreover, cognitive linguistics offers some interesting and new explanations for the fact that at times, 'students don't seem to learn what they have been taught'. It is therefore useful for language teachers and those who train or mentor teachers to know something about cognitive linguistics, as knowledge of this fascinating subject may influence their approach to teaching and/or training. This book introduces the subject of cognitive linguistics in a clear and accessible style and discusses the ways in which it can inform language teaching practice.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2010.

Mode of access:World Wide Web.

ISBN: 9780230245259

Standard No.: 10.1057/9780230245259doiSubjects--Topical Terms:

214353
Language and languages
--Study and teachingIndex Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: P53.7 / .L58 2009

Dewey Class. No.: 418.0071

Applying cognitive linguistics to second language learning and teaching
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300 $a xii, 212 p. : $b ill. ; $c 23 cm.
504 $a Includes bibliographical references and index.
505 0 $a 'I see less of the surroundings. The story feels different'. Construal and Second Language Learning -- More on Categories: Words, Morphemes, Parts of Speech, 'Grammar rules' and Phonological Features as Radial Categories -- More about Spinsters and their Cats. Encyclopaedic Knowledge and Second Language Learning -- 'Eyebrow heads' and 'yummy mummies'Metaphor and Second Language Learning -- 'Jane Austen's on the ground floor' p5 s or is she? Metonymy and Second Language Learning -- What Have Bees, Macaque Monkeys and Humans got in Common? Embodied Cognition,Gesture and Second Language Learning -- 'Loud suits' and 'sharp cheese' 'Motivated language' and Second Language Learning -- 'Brian sent Antarctica a walrus' Construction Grammars and Second Language Learning.
520 $a Cognitive linguistics is a relatively new discipline which is rapidly becoming mainstream andinfluential, particularly in the area of second language teaching. Some findings from cognitive linguistics lend further support to existing language teaching methodologies, whereas others have led to intriguing suggestions for alternative ways of presentinggrammar and vocabulary in the language classroom. Moreover, cognitive linguistics offers some interesting and new explanations for the fact that at times, 'students don't seem to learn what they have been taught'. It is therefore useful for language teachers and those who train or mentor teachers to know something about cognitive linguistics, as knowledge of this fascinating subject may influence their approach to teaching and/or training. This book introduces the subject of cognitive linguistics in a clear and accessible style and discusses the ways in which it can inform language teaching practice.
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