认知语言学和语言教学 英文PDF电子书下载

1 Introduction 1

The linguistics applied approach:generative linguistics and second language learning 2

The applied linguistics of second language learning 4

Language as a social semiotic 5

The emergence of cognitive linguistics 6

Ending the LA-AL divide 10

The purpose of the book 12

Part Ⅰ Embodied Experience 17

2 The Problem of Linguistic Meaning 17

Introduction 17

The problem of meaning 17

Language learning as category learning 21

Conclusions 27

3 Conceptualisation,Embodiment and the Origins of Meaning 29

Introduction 29

Proprioception:how the body remains aware of its own position in space 31

Not seeing but conceptualising 32

Cognitive development and infant movement 33

Aplasic phantoms 34

Mirror neurons 35

The nature of language:image schemas and embodied cognition 36

Education and embodiment 39

Language teaching and embodiment:language as rhythm and movement 41

Language teaching and embodiment:mime,enactment and movement 44

Language teaching and embodiment:rethinking TPR 48

Conclusions 52

4 Gesture 54

Introduction 54

The importance of gesture in communication 54

Gesture in education 56

Gesture and teaching prepositions 58

Gesture and English articles 60

Conclusions 62

Part Ⅱ Conceptualisation 65

5 Language,Culture and Linguistic Relativity 65

Introduction 65

The Sapir-Whorf hypothesis 67

Meaning and conceptualisation 69

Linguistic relativity:how different is different? 75

Experimental evidence for linguistic relativity 77

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

Second language errors and linguistic relativity 81

Errors that use first language forms and meanings within the second language 84

Errors that over-generalise some acquired formal or semantic feature of the second language 86

False friends 88

The problem of separating meaning from conceptualisation 89

Can one change a conceptualisation? 90

Language,culture and conceptualisation in the classroom 92

Language,culture and learning 95

Different meanings for different languages 100

Conclusions 108

6 Conceptualisation and Construal 111

Introduction 111

Construal operations 112

Attention and salience 113

Attention,salience and enactive SLA 113

Metonymy:attention and salience 117

Scope of attention 120

Scalar adjustment 123

Dynamic attention 125

Judgment and comparison 129

Category formation 129

Category formation and language teaching 130

Metaphor 134

Metaphor and language teaching 134

Metaphor analysis 135

Metaphor and target language differentiation 136

The explanatory power of metaphor and analogy 136

Using metaphor to learn second language lexis and grammar 138

Figure-ground conceptual operations,force dynamics and action chains 142

Perspectives and situatedness 147

Deixis 150

Constitution/gestalt 152

Geometry 155

Conclusions 157

Part Ⅲ Meaning and Usage 161

7 Teaching Encyclopaedic Meaning 161

Introduction 161

Word networks:hyponymy and schematicity 163

Word networks:meronymy 165

Crossing category borders 167

Knowledge types and encyclopaedic meaning 168

Finding the frame 169

Phonological sense relations 171

Conclusions 174

8 Usage and Grammatical Meaning 177

Introduction 177

Constructions 178

Type and token 179

Usage 181

Language learning as construction learning 183

Recognising constructions 183

Teaching constructions 184

Teaching filled constructions:idioms 185

Teaching partially filled constructions:lexis,meaning and conceptualisation 186

Teaching partially filled constructions:bound morphemes,inflections and lexis 187

Teaching partially filled constructions:bound morphemes 188

Teaching partially filled constructions:lexis and morphemes 192

Teaching partially filled constructions:lexis 197

Teaching unfilled constructions 201

Routines for more advanced students:lexis,meaning and conceptualisation 205

Encountering constructions 205

Finding useful forms 206

Conclusions 212

Part Ⅳ Conclusions 217

9 Towards a Cognitive Linguistics Syllabus 217

Introduction 217

Product and process 217

Language teaching implications 218

Re-embedding linguistic form in the imagery and movement from which it emerged 219

Engage the learners in the explicit analysis of form and meaning 220

A forum for usage 226

Sequencing 227

Bibliography 231

Index 244