认知语言学和语言教学 英文2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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1 Introduction1

The linguistics applied approach:generative linguistics and second language learning2

The applied linguistics of second language learning4

Language as a social semiotic5

The emergence of cognitive linguistics6

Ending the LA-AL divide10

The purpose of the book12

Part Ⅰ Embodied Experience17

2 The Problem of Linguistic Meaning17

Introduction17

The problem of meaning17

Language learning as category learning21

Conclusions27

3 Conceptualisation,Embodiment and the Origins of Meaning29

Introduction29

Proprioception:how the body remains aware of its own position in space31

Not seeing but conceptualising32

Cognitive development and infant movement33

Aplasic phantoms34

Mirror neurons35

The nature of language:image schemas and embodied cognition36

Education and embodiment39

Language teaching and embodiment:language as rhythm and movement41

Language teaching and embodiment:mime,enactment and movement44

Language teaching and embodiment:rethinking TPR48

Conclusions52

4 Gesture54

Introduction54

The importance of gesture in communication54

Gesture in education56

Gesture and teaching prepositions58

Gesture and English articles60

Conclusions62

Part Ⅱ Conceptualisation65

5 Language,Culture and Linguistic Relativity65

Introduction65

The Sapir-Whorf hypothesis67

Meaning and conceptualisation69

Linguistic relativity:how different is different?75

Experimental evidence for linguistic relativity77

To learn new meanings,do we have to conceptualise the world differently?80

Second language errors and linguistic relativity81

Errors that use first language forms and meanings within the second language84

Errors that over-generalise some acquired formal or semantic feature of the second language86

False friends88

The problem of separating meaning from conceptualisation89

Can one change a conceptualisation?90

Language,culture and conceptualisation in the classroom92

Language,culture and learning95

Different meanings for different languages100

Conclusions108

6 Conceptualisation and Construal111

Introduction111

Construal operations112

Attention and salience113

Attention,salience and enactive SLA113

Metonymy:attention and salience117

Scope of attention120

Scalar adjustment123

Dynamic attention125

Judgment and comparison129

Category formation129

Category formation and language teaching130

Metaphor134

Metaphor and language teaching134

Metaphor analysis135

Metaphor and target language differentiation136

The explanatory power of metaphor and analogy136

Using metaphor to learn second language lexis and grammar138

Figure-ground conceptual operations,force dynamics and action chains142

Perspectives and situatedness147

Deixis150

Constitution/gestalt152

Geometry155

Conclusions157

Part Ⅲ Meaning and Usage161

7 Teaching Encyclopaedic Meaning161

Introduction161

Word networks:hyponymy and schematicity163

Word networks:meronymy165

Crossing category borders167

Knowledge types and encyclopaedic meaning168

Finding the frame169

Phonological sense relations171

Conclusions174

8 Usage and Grammatical Meaning177

Introduction177

Constructions178

Type and token179

Usage181

Language learning as construction learning183

Recognising constructions183

Teaching constructions184

Teaching filled constructions:idioms185

Teaching partially filled constructions:lexis,meaning and conceptualisation186

Teaching partially filled constructions:bound morphemes,inflections and lexis187

Teaching partially filled constructions:bound morphemes188

Teaching partially filled constructions:lexis and morphemes192

Teaching partially filled constructions:lexis197

Teaching unfilled constructions201

Routines for more advanced students:lexis,meaning and conceptualisation205

Encountering constructions205

Finding useful forms206

Conclusions212

Part Ⅳ Conclusions217

9 Towards a Cognitive Linguistics Syllabus217

Introduction217

Product and process217

Language teaching implications218

Re-embedding linguistic form in the imagery and movement from which it emerged219

Engage the learners in the explicit analysis of form and meaning220

A forum for usage226

Sequencing227

Bibliography231

Index244