出版社:上海外語教育出版社 ISBN:9787544644259 版次:1 商品編碼:12433699 品牌:外教社 包裝:平裝 叢書名:德古意特認知語言學應用叢書 外文名稱:Fostering 開本:16開 出版時間:2018-05-01 用紙:膠版紙 頁數:388 正文語種:英文 代碼:85 作者:薩比納·德·克諾普,弗蘭克·博爾斯,安東·德·瑞克爾
" 內容簡介 The volume assesses and supplements Cognitive Linguistics (CL) proposals for instructed second language acquisition. CL research can help identify language elements that merit explicit teaching. The effectiveness of CL-inspired additions to the currently available armoury of teaching methods is put to the test in classroom experiments. 目錄 Acknowledgements List of contributors Fostering language teaching efficiency through cognitive linguistics: Introduction Frank Boers, Antoon De Rycker and Sabine De Knop
Part Ⅰ The importance of usage-based language acquisition, but why it may not suffice in contexts of second language learning Language in the mind John R. Taylor Phrasal verbs in EFL course books Rafael Alejo Gonzdlez, Ana Piquer Ptriz and Guadalupe Reveriego Sierra Basic-level salience in second language vocabulary acquisition Xiaoyan Xia and Hans-Georg Wolf Does 'chunking' foster chunk-uptake? Helene Stengers, Frank Boers, Alex Housen and June Eyekmans
Part Ⅱ How Cognitive Linguistics can inform decisions about what to teach Having many meanings: A corpus study of Spanish EFL writers' construals with have JoAnne Neff-van Aertselaer and Caroline Bunce Seven events in three languages: Culture-specific conceptualizations and their implications for FLT Zhuo Jing-Sehmidt Canonicity and variation in idiomatic expressions: Evidence from business press headlines Honesto Herrera and Michael White The use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English Jeannette Littlemore, Phyllis Chen, Polly Liyen Tang, Almut Koester and John Barnden Argument constructions and language processing: Evidence from a priming experiment and pedagogical implications David Eddington and Francisco Ruiz de Mendoza Choosing motivated chunks for teaching Frank Boers, Julie Deconinck and Seth Lindstromberg
Part Ⅲ How Cognitive Linguisics can inform decisions about how to teach Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes Kanako Cho A prototype approach to auxiliary selection in the Italian passato prossimo Phillip Hamriek and Salvatore Attardo Obstacles to CM-guided L2 idiom interpretation Ying-Hsueh Hu and Yu-Ying Fong Corpus-informed integration of metaphor in materials for the business English classroom Constanze Juchem-Grundmann and Tina Krennmayr Improving word learn-ability with lexical decomposition strategies Christina Sanchez-Stockhammer Cognitive theory as a tool for teaching second language pronunciation Helen Fraser Subject index 查看全部↓
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