Figurative Thinking and Foreign Language Learning

by J. Littlemore, Graham D. Low

Overview

Many vocabulary items that foreign language learners encounter involve figurative extensions of meaning. To understand figurative speech, learners often need to employ figurative thinking. This book examines figurative thinking, considers its contribution to language ability, and explores the implications for language teaching and learning.

Product Details

ISBN-13:	9781403996022
Publisher:	Palgrave Macmillan UK
Publication date:	04/12/2006
Edition description:	2006
Pages:	239
Product dimensions:	5.51(w) x 8.50(h) x 0.02(d)

About the Author

JEANNETTE LITTLEMORE is a Senior Lecturer in the Department of English at the University of Birmingham, UK. She has published widely on the teaching and learning of figurative language.

GRAHAM D. LOW is a Senior Lecturer in the Department of Educational Studies at the University of York, UK. He is particularly interested in how figurative language is used in written discourse.

Table of Contents

List of Tables List of Figures List of Boxes Acknowledgements Introduction PART 1: FIGURATIVE THINKING What is 'Figurative Thinking'? Why is Figurative Thinking Important for Foreign Language Learners? Psychological Processes Underlying Figurative Thinking Developing Learner Autonomy in Figurative Thinking PART 2: FIGURATIVE THINKING AND COMMUNICATIVE LANGUAGE ABILITY Figurative Thinking and Sociolinguistic Competence Figurative Thinking and Illocutionary Competence Figurative Thinking and Textual Competence Figurative Thinking and Lexico-grammatical Competence Figurative Thinking and Strategic Competence PART 3: CONCLUSIONS Promoting Figurative Language Competence in the Foreign Language Classroom Notes References Index

Editorial Reviews

'This ground-breaking book presents a lucid and persuasive argument for the centrality of figurative thinking in language learning and communicative competence. Contributing to both theory and practice, Jeannette Littlemore and Graham Low help shift language teaching and learning away from a dull emphasis on the transactional. The book is a major addition to a current paradigm shift in language teaching and applied linguistic theory, helping to bring the creative and playful centre stage, and making the task of language learning more fulfilling and rewarding in the process.' - Professor Guy Cook, The Open University, UK

From the Publisher