Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology

Published by De Gruyter Mouton 2008

Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology

Edited by: Frank Boers and Seth Lindstromberg

Volume 6 in the series Applications of Cognitive Linguistics [ACL]

https://doi.org/10.1515/9783110199161

Overview
Contents

About this book

Mastering the vocabulary of a foreign language is one of the most daunting tasks that language learners face. The immensity of the task is underscored by the realisation that it is not only single words but also numerous standardised phrases (idioms, collocations, etc.) that need to be acquired. There is thus a clear need for instructional methods that help learners tackle this task, and yet few proposals for vocabulary instruction have so far gone beyond techniques for rote-learning and familiar means of promoting of noticing. The reason for this is that vocabulary and phraseology have long been assumed arbitrary.

The volume offers a long-overdue alternative by exploring and exploiting the presence of linguistic 'motivation' - or, systematic non-arbitrariness - in the lexicon. The first half of the volume reports ample empirical evidence of the pedagogical effectiveness of presenting vocabulary to learners as non-arbitrary. The data reported indicate that the proposed instructional methods can benefit when both the nature of the target lexis and the basic cognitive orientations of particular learners are taken into account. The first half of the book mostly targets lexis that has already attracted a fair amount of attention from Cognitive Linguists in the past (e.g. phrasal verbs and figurative idioms). The second half broadens the scope considerably by revealing the non-arbitrariness of diverse other lexical patterns, including collocations and word partnerships generally. This is achieved by recognising some long-neglected dimensions of linguistic motivation - etymological and phonological motivation, in particular. Concrete suggestions are made for putting the non-arbitrary nature of words and phrases to good use in instructed language learning.

The volume is therefore of interest not only to applied linguists and researchers in Second Language Acquisition/Foreign Language Teaching, but also to second and foreign language teaching professionals.

Author / Editor information

Frank Boers, Erasmus College Brussels, Belgium; Seth Lindstromberg, Hilderstone College, UK.

Reviews

"This volume, one in a series of applications of congnitve linguistics, revolves around the importance of figurative thought and linguistic iconicity for vocabulary acquisition. Being mainly devoted to phraseology, it is an important contribution to an area in need of attention. For this reason alone, it is a useful resource for SLA researchers‑in particular, for those involved in the training of language teachers."
Kirsten Haastrup in: Studies in Second Language Acquisition 4/2009

Topics

Frontmatter Requires Authentication Unlicensed Licensed Download PDF	i
Table of contents Requires Authentication Unlicensed Licensed Download PDF	vii
Opening chapter
How cognitive linguistics can foster effective vocabulary teaching Frank Boers and Seth Lindstromberg Requires Authentication Unlicensed Licensed Download PDF	1
Part one: Refining the empirical evidence
Using conceptual metaphors and metonymies in vocabulary teaching Márta Beréndi, Szilvia Csábi and Zoltán Kövecses Requires Authentication Unlicensed Licensed Download PDF	65
Conceptual metaphoric meaning clues in two idiom presentation methods Sophia Skoufaki Requires Authentication Unlicensed Licensed Download PDF	101
How cognitive linguistic motivations influence the learning of phrasal verbs Nora Condon Requires Authentication Unlicensed Licensed Download PDF	133
A discovery approach to figurative language learning with the use of corpora Fiona MacArthur and Jeannette Littlemore Requires Authentication Unlicensed Licensed Download PDF	159
Variables in the mnemonic effectiveness of pictorial elucidation Hélène Stengers and June Eyckmans Requires Authentication Unlicensed Licensed Download PDF	189
Part two: Broadening the scope
Reasoning figuratively in early EFL: Some implications for the development of vocabulary Ana María Piquer Píriz Requires Authentication Unlicensed Licensed Download PDF	219
Translating the senses: Teaching the metaphors in winespeak Rosario Caballero and Ernesto Suárez-Toste Requires Authentication Unlicensed Licensed Download PDF	241
What bilingual word associations can tell us Marjolijn H. Verspoor Requires Authentication Unlicensed Licensed Download PDF	261
Factors which influence the process of collocation Crayton Walker Requires Authentication Unlicensed Licensed Download PDF	291
The notion of boundedness/unboundedness in the foreign language classroom Susanne Niemeier Requires Authentication Unlicensed Licensed Download PDF	309
Structural elaboration by the sound (and feel) of it Frank Boers and Seth Lindstromberg Requires Authentication Unlicensed Licensed Download PDF	329
A quantitative comparison of the English and Spanish repertoires of figurative idioms Frank Boers and Hélène Stengers Requires Authentication Unlicensed Licensed Download PDF	355
Closing chapter
From empirical findings to pedagogical practice Frank Boers and Seth Lindstromberg Requires Authentication Unlicensed Licensed Download PDF	375
Backmatter Requires Authentication Unlicensed Licensed Download PDF	395

(Deutsch)

Language: English
Publisher: De Gruyter Mouton
Audience: Applied Linguists, Language Teaching Professionals, Cognitive Linguists and Cognitive Scientists, Libraries and Academic Institutes
Pages
- Front matter: 10
- Main content: 396
Keywords: Cognitive Linguistics; language teaching

eBook

Published: August 27, 2008
ISBN: 9783110199161

Hardcover

Published: March 18, 2008
ISBN: 9783110196306