By Jeannette Littlemore
Cognitive linguistics is a comparatively new self-discipline that's quickly turning into mainstream and influential, really within the sector of moment language instructing. This ebook seems 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 info for Applying Cognitive Linguistics to Second Language Learning and Teaching
The Japanese participants tended to divide them into long thin objects and round ﬂat objects, and the English speakers tended to divide them into countable and uncountable objects, indicating that the categorization processes were, to some extent, real cognitive phenomena for these participants, and not just a matter of language. The difﬁculties that Japanese learners of English experience when grasping the concept of countable and uncountable nouns have been empirically documented (Nakao, 1998), and most Japanese-language textbooks written for speakers of English contain a section in the early chapters pointing out the difference between long thin objects and short ﬂat objects in terms of the way they are counted, which suggests that it may be perceived of as being potentially problematic, at least by textbook writers.
Some words tend not be stressed as strongly as others, and will thus be less perceptually salient to the learner, which may make them more difﬁcult to learn. The issue of perceptual salience is particularly relevant to the acquisition of phonological categories, which we will explore in Chapter 3. All of these processes are likely to be brought to bear on the learning of target language construal patterns. Speciﬁc memory traces will become more or less entrenched, depending on the degree and nature of exposure.
Slobin, 2000: 127–8) When they provided an oral report of this passage, the American English speakers added a large number of manner-encoded verbs such as stumble, stagger and trudge to their reports, such as: dodge occasional hazards in the trail; move clumsily; rock from side to side; slosh through; stagger; struggle; stumble, sluggish movement, stumbling over the rocks on the path; slowly edge his way down the trail; slow his pace; take each step slow and difﬁcult, tiring and neverending; trek; trench [sic] through a muddy path; trudge; slowly hobbling.
Applying Cognitive Linguistics to Second Language Learning and Teaching by Jeannette Littlemore
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