霍姆編著的《認知語言學和語言教學》分九章四個部分。第一章是序論。第二到第四章為**部分，講述認知語言學關於人類認知的體驗性的基本觀點，即認知源於人類在跟外部世界打交道的過程中所產生的身體經驗和社會文化經驗，並探討這一觀點對於語言教學的啟示。第五、六章構成第二部分，講述認知語言學的概念觀（conceptualisation）和範疇觀（categorisation），並嘗試從語言所承載的認知視角和認知方式出發，探討語言教師如何能善加利用來有效地講解目標語的形式和意義。第七、八章構成第三部分，分別闡述教師如何幫助學習者習得語詞所激活的百科意義（encyclopaedic meaning）和語言中不同級別的構式（construction）。第九章是結論部分，作者提出了開發認知語言學大綱（cognitive linguistics syllabus）的構想，並對其指導原則、教學理念和運作方式進行了嘗試性的梳理。

《認知語言學和語言教學》是“當代國外語言學與應用語言學文庫”繫 列之一。 《認知語言學和語言教學》把認知語言學和語言教學結合起來，闡述了 認知語言學理論對語言教學的影響。作者霍姆沒有停留在理論層面，而是提 出了一些可應用於語言教學的實際手段，是把二者相結合的一個大膽且有益 的嘗試。

List of Activities
List of Figures and Tables
1 Introduction
The linguistics applied approach: generative linguistics and second language learning
The applied linguistics of second language learning
Language as a social semiotic
The emergence of cognitive linguistics
Ending the LA-AL divide
The purpose of the book
Part I Embodied Experience
2 The Problem of Linguistic Meaning
Introduction
The problem of meaning
Language learning as category learning
Conclusions
3 Conceptualisation, Embodiment and the Origins of Meaning
Introduction
Proprioception: how the body remains aware of its own position in space
Not seeing but conceptualising
Cognitive development and infant movement
Aplasic phantoms
Mirror neurons
The nature of language: image schemas and embodied cognition
Education and embodiment
Language teaching and embodiment: language as rhythm and movement
Language teaching and embodiment: mime, enactment and movement
Language teaching and embodiment: rethinking TPR
Conclusions
4 Gesture
Introduction
The importance of gesture in communication
Gesture in education
Gesture and teaching prepositions
Gesture and English articles
Conclusions
Part II Conceptualisation
5 Language, Culture and Linguistic Relativity
Introduction
The Sapir-Whorf hypothesis
Meaning and conceptualisation
Linguistic relativity: how different is different?
Experimental evidence for linguistic relativity
To learn new meanings, do we have to conceptualise the world differently?
Second language errors and linguistic relativity
Errors that use first language forms and meanings within the second language
Errors that over-generalise some acquired formal or semantic feature of the second language
False friends
The problem of separating meaning from conceptualisation
Can one change a conceptualisation?
Language, culture and conceptualisation in the classroom
Language, culture and learning
Different meanings for different languages
Conclusions
6 Conceptualisation and Construal
Introduction
Construal operations
Attention and salience
Attention, salience and enactive SLA
Metonymy: attention and salience
Scope of attention
Scalar adjustment
Dynamic attention
Judgment and comparison
Category formation
Category formation and language teaching
Metaphor
Metaphor and language teaching
Metaphor analysis
Metaphor and target language differentiation
The explanatory power of metaphor and analogy
Using metaphor to learn second language lexis and grammar
Figure-ground conceptual operations, force dynamics and action chains
Perspectives and situatedness
Deixis
Constitution/gestalt
Geometry
Conclusions
Part III Meaning and Usage
7 Teaching Encyclopaedic Meaning
Introduction
Word networks: hyponymy and schematicity
Word networks: meronymy
Crossing category borders
Knowledge types and encyclopaedic meaning
Finding the frame
Phonological sense relations
Conclusions
8 Usage and Grammatical Meaning
Introduction
Constructions
Type and token
Usage
Language learning as construction learning
Recognising constructions
Teaching constructions
Teaching filled constructions: idioms
Teaching partially filled constructions: lexis, meaning and conceptualisation
Teaching partially filled constructions: bound morphemes,inflections and lexis
Teaching partially filled constructions: bound morphemes
Teaching partially filled constructions: lexis and morphemes
Teaching partially filled constructions: lexis
Teaching unfilled constructions
Routines for more advanced students: lexis, meaning and conceptualisation
Encountering constructions
Finding useful forms
Conclusions
Part IV Conclusions
9 Towards a Cognitive Linguistics Syllabus
Introduction
Product and process
Language teaching implications
Re-embedding linguistic form in the imagery and movement from which it emerged
Engage the learners in the explicit analysis of form and meaning
A forum for usage
Sequencing
Bibliography
Index