【正版】认知语言学和语言教学/当代国外语言学与应用语言学文库9787513503938
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天津武清
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作者(英)霍姆
出版社外语教研
ISBN9787513503938
出版时间2011-04
装帧其他
开本16开
定价35元
货号9787513503938
上书时间2024-12-30
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导语摘要
霍姆编著的《认知语言学和语言教学》分九章四个部分。第一章是序论。第二到第四章为第一部分，讲述认知语言学关于人类认知的体验性的基本观点，即认知源于人类在跟外部世界打交道的过程中所产生的身体经验和社会文化经验，并探讨这一观点对于语言教学的启示。第五、六章构成第二部分，讲述认知语言学的概念观（conceptualisation）和范畴观（categorisation），并尝试从语言所承载的认知视角和认知方式出发，探讨语言教师如何能善加利用来有效地讲解目标语的形式和意义。第七、八章构成第三部分，分别阐述教师如何帮助学习者习得语词所激活的百科意义（encyclopaedicmeaning）和语言中不同级别的构式（construction）。第九章是结论部分，作者提出了开发认知语言学大纲（cognitivelinguisticssyllabus）的构想，并对其指导原则、教学理念和运作方式进行了尝试性的梳理。
目录
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
内容摘要
《认知语言学和语言教学》是“当代国外语言学与应用语言学文库”系列之一。
《认知语言学和语言教学》把认知语言学和语言教学结合起来，阐述了认知语言学理论对语言教学的影响。作者霍姆没有停留在理论层面，而是提出了一些可应用于语言教学的实际手段，是把二者相结合的一个大胆且有益的尝试。
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