This book argues that Second language teaching has not been well served by recent approaches to the description of language content. The book explores how Cognitive Linguistics offers teachers a description of language that can translate into practical classroom activities.
|Publisher:||Palgrave Macmillan UK|
|Edition description:||1st ed. 2009|
|Product dimensions:||5.51(w) x 8.50(h) x 0.02(d)|
About the Author
RANDAL HOLME is Associate Professor of English at the Hong Kong Institute of Education. His main research interest is in the applications of Cognitive Linguistics to language teaching and learning. His publications include the books, Mind, Metaphor and Language Teaching (2003) and Literacy: an Introduction (2004).
Table of ContentsAcknowledgements List of Figures and Tables List of Activities Introduction PART I: EMBODIED EXPERIENCE The Problem of Linguistic Meaning Conceptualisation, Embodiment, and the Origins of Meaning Gesture PART II: CONCEPTUALISATION Language, Culture and Linguistic Relativity Conceptualization and Construal PART III: MEANING AND USAGE Teaching Encyclopaedic Meaning Usage and Grammatical Meaning PART IV: CONCLUSIONS Towards a CL Syllabus References