New PDF release: Applying Cognitive Linguistics to Second Language Learning

By Jeannette Littlemore

ISBN-10: 0230245250

ISBN-13: 9780230245259

ISBN-10: 134930493X

ISBN-13: 9781349304936

Cognitive linguistics is a comparatively new self-discipline that is speedily changing into mainstream and influential, really within the region of moment language instructing. This publication appears to be like at how cognitive linguistics can tell our instructing, and bring about interesting feedback for other ways of proposing grammar and vocabulary within the language school room.

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Additional resources for Applying Cognitive Linguistics to Second Language Learning and Teaching

Example text

Yes, I will go to the party. or that English speaking learners of Japanese will over-use come (Oe, 1975). Indeed, Japanese learners of English have been found to experience considerable difficulties in this area, and to show a degree of inflexibility when it comes to adopting the type of perspective that is conventional to speakers of English (Kusuyama, 2005). Differences in the importance attached to perspective can have an impact on noun use as well as verb use. For example, in English we have a single word corner which we can use to describe the corner of a building or the corner of a square.

Does this difference mean that Turkish speakers of English will want to indicate whether or not they were there at the time, or will they be happy with the ambiguity? When asked about this phenomenon, a native speaker of English (Richard Spiby, personal communication), teaching English at a Turkish university commented that: Construal and L2 Learning 25 With more sophisticated language users, the ambiguity in English may be felt more keenly. Fluent English speakers will sometimes ask whether the speaker had direct experience of an event.

For example, once an English-speaking learner of Dutch has understood that the word aan occupies a large part of the semantic space for prepositions, the learner may start to use it in places where op or in should be used. Alternatively, he or she may under-extend the usage of an L2 category. 1 above, an English-speaking learner of Berber might under-extend the preposition di, using it to talk about an apple in a bowl or on a branch, but not a handle on 36 Applying Cognitive Linguistics to L2 Learning and Teaching a door.

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Applying Cognitive Linguistics to Second Language Learning and Teaching by Jeannette Littlemore


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