Applied Cognitive Linguistics in Second Language Learning and Teaching
AILA Review, Volume 23
This volume of the AILA Review focuses on the substantial contribution Cognitive Linguistics can make to language teaching. After almost three decades of empirical research into the motivated aspects of language, Cognitive Linguistic findings are gradually being applied to Second Language Acquisition (SLA). The volume covers the key areas of the research in the area. Framed by an introduction to the field and a conclusion evaluating the presented areas of research and identifying avenues for future research, the papers in this volume focus on those areas of Cognitive Linguistics that are most likely to be of particular relevance to SLA. These areas are: radial categories, prototypes and ‘fuzzy boundaries’; encyclopaedic knowledge; construal; metaphor; metonymy; embodiment; and construction grammars. Some of the papers have a primarily theoretical focus whereas others describe empirical studies of the effectiveness of Cognitive Linguistics-inspired approaches to language teaching.
[AILA Review, 23] 2010. 178 pp.
Publishing status: Available
Table of Contents
Introduction to the interplay between cognitive linguistics and second language learning and teachingJeannette Littlemore & Constanze Juchem-Grundmann | pp. 1–6
Explicit knowledge and learning in SLA: A cognitive linguistics perspectiveKaren Roehr | pp. 7–29
Applying cognitive linguistics to instructed L2 learning: The English modalsAndrea Tyler, Charles M. Mueller & Vu Ho | pp. 30–49
Making sense of phrasal verbs: A cognitive linguistic account of L2 learningRafael Alejo-González | pp. 50–71
Why cognitive grammar works in the L2 classroom: A case study of mood selection in SpanishReyes Llopis-García | pp. 72–94
Helping learners engage with L2 words: The form–meaning fitJulie Deconinck, Frank Boers & June Eyckmans | pp. 95–114
Construction grammars: Towards a pedagogical modelRandal Holme | pp. 115–133
Metonymic inferencing and second language acquisitionAntonio Barcelona | pp. 134–155
Metaphorical competence in EFL: Where are we and where should we be going? A view from the language classroomFiona MacArthur | pp. 155–173
Cited by other publications
Piquer-Píriz, Ana María & Rafael Alejo-González
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