Contents List of Activitiesxxiii List of Figures and Tablesxxv 1Introduction1 The linguistics applied approach: generative linguistics and second language learning 2 The applied linguistics of second language learning4 Language as a social semiotic5 The emergence of cognitive linguistics6 Ending the LA-AL divide10 The purpose of the book12 Part I Embodied Experience 2The Problem of Linguistic Meaning17 Introduction17 The problem of meaning17 Language learning as category learning21 Conclusions27 3Conceptualisation, Embodiment and the Origins of Meaning29 Introduction29 Proprioception: how the body remains aware of its own position in space31 Not seeing but conceptualising32 Cognitive development and infant movement33 Aplasic phantoms34 Mirror neurons35 The nature of language: image schemas and embodied cognition36 Education and embodiment39 Language teaching and embodiment: language as rhythm and movement41 Language teaching and embodiment: mime, enactment and movement44 Language teaching and embodiment: rethinking TPR48 Conclusions52 4Gesture54 Introduction54 The importance of gesture in communication54 Gesture in education56 Gesture and teaching prepositions58 Gesture and English articles60 Conclusions62 Part II Conceptualisation 5Language, Culture and Linguistic Relativity65 Introduction65 The Sapir-Whorf hypothesis67 Meaning and conceptualisation69 Linguistic relativity: how different is different?75 Experimental evidence for linguistic relativity77 To learn new meanings, do we have to conceptualise the world differently?80 Second language errors and linguistic relativity81 Errors that use first language forms and meanings within the second language84 Errors that over-generalise some acquired formal or semantic feature of the second language86 False friends
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