標(biāo)題: Titlebook: Applying Cognitive Linguistics to Second Language Learning and Teaching; Jeannette Littlemore Book 20091st edition Jeannette Littlemore 20 [打印本頁] 作者: corrupt 時(shí)間: 2025-3-21 18:57
書目名稱Applying Cognitive Linguistics to Second Language Learning and Teaching影響因子(影響力)
書目名稱Applying Cognitive Linguistics to Second Language Learning and Teaching影響因子(影響力)學(xué)科排名
書目名稱Applying Cognitive Linguistics to Second Language Learning and Teaching網(wǎng)絡(luò)公開度
書目名稱Applying Cognitive Linguistics to Second Language Learning and Teaching網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Applying Cognitive Linguistics to Second Language Learning and Teaching被引頻次
書目名稱Applying Cognitive Linguistics to Second Language Learning and Teaching被引頻次學(xué)科排名
書目名稱Applying Cognitive Linguistics to Second Language Learning and Teaching年度引用
書目名稱Applying Cognitive Linguistics to Second Language Learning and Teaching年度引用學(xué)科排名
書目名稱Applying Cognitive Linguistics to Second Language Learning and Teaching讀者反饋
書目名稱Applying Cognitive Linguistics to Second Language Learning and Teaching讀者反饋學(xué)科排名
作者: Lymphocyte 時(shí)間: 2025-3-21 20:49 作者: Musket 時(shí)間: 2025-3-22 03:38
,‘Eyebrow heads’ and ‘yummy mummies’: Metaphor and Second Language Learning, draws on relations of substitution and similarity whereas metonymy draws on relations of contiguity. In metaphor, one thing is seen in terms of another and the role of the interpreter is to identify points of similarity allowing, for example, a football commentator to describe a particularly easy v作者: Conserve 時(shí)間: 2025-3-22 06:07
,‘You’ll find Jane Austen in the basement’ … or will you? Metonymy and Second Language Learning, first began working at the nursery she had been puzzled by the expression ‘s/he’s got a loose nappy’, which was used frequently by the nursery staff to talk about one of the babies. Whenever she heard this, she duly checked that the baby’s nappy was fitted correctly. It was only after a few days in作者: NEG 時(shí)間: 2025-3-22 11:24 作者: rods366 時(shí)間: 2025-3-22 16:51
,‘Loud suits’ and ‘sharp cheese’: Motivated Language and Second Language Learning, such as the lexical approach (LA), have emphasized the arbitrary nature of language, work in cognitive linguistics has shown that many aspects of language are in fact meaningful or motivated. Cognitive linguists use the term ‘motivated’ in a different way from mainstream applied linguists. In appli作者: 善于 時(shí)間: 2025-3-22 19:30 作者: 泛濫 時(shí)間: 2025-3-22 23:34
More about Spinsters and their Cats: Encyclopaedic Knowledge and Second Language Learning,作者: 可行 時(shí)間: 2025-3-23 01:43
Applying Cognitive Linguistics to Second Language Learning and Teaching作者: 下邊深陷 時(shí)間: 2025-3-23 06:16 作者: 調(diào)色板 時(shí)間: 2025-3-23 11:11
https://doi.org/10.1007/978-3-642-56515-1 language, music and sculpture. More often than not, metaphor and metonymy work together and are so deeply embedded in the language we use that we do not always notice them. However, languages vary both in the extent to which, and the ways in which, they employ metaphor and metonymy, and this can ha作者: Chivalrous 時(shí)間: 2025-3-23 13:50
https://doi.org/10.1007/978-3-642-56515-1are aware of the types of processes (such as metaphor, metonymy and embodied cognition) that link form and meaning in language. Using these findings, teachers can explain, in theory, to their students why it is that certain expressions mean certain things, instead of simply telling them ‘that’s just作者: 社團(tuán) 時(shí)間: 2025-3-23 20:41
,‘Eyebrow heads’ and ‘yummy mummies’: Metaphor and Second Language Learning, language, music and sculpture. More often than not, metaphor and metonymy work together and are so deeply embedded in the language we use that we do not always notice them. However, languages vary both in the extent to which, and the ways in which, they employ metaphor and metonymy, and this can ha作者: Robust 時(shí)間: 2025-3-24 00:53 作者: Lethargic 時(shí)間: 2025-3-24 06:14 作者: Palatial 時(shí)間: 2025-3-24 09:08 作者: 輕浮女 時(shí)間: 2025-3-24 11:33 作者: 熱心 時(shí)間: 2025-3-24 15:56 作者: arrogant 時(shí)間: 2025-3-24 20:45
Conclusion,We saw at the beginning of this book that although cognitive linguistics is a relatively new discipline, it has a number of contributions to make to second language learning and teaching. These have been discussed in detail on a chapter by chapter basis so my aim in this chapter is simply to make a few final points.作者: 墻壁 時(shí)間: 2025-3-25 01:46
https://doi.org/10.1057/9780230245259cognition; cognitive linguistics; grammar; language; language classroom; Language Learning; language teach作者: 破譯密碼 時(shí)間: 2025-3-25 03:37 作者: hyperuricemia 時(shí)間: 2025-3-25 11:35
U. Prasad,J. Singh,R. Patmanathany objective view of that phenomenon, because pure objectivity does not exist. In this way, language reflects general cognition. When we observe a particular scene or event, we always observe it from a particular perspective. Some aspects of the scene will be more noticeable than others, either becau作者: Mawkish 時(shí)間: 2025-3-25 14:39
K. Aozasa,H. Kanno,H. Miwa,Y. Tomitaegories has been used to account for the polysemous nature of individual words, morphemes, parts of speech, and even intonation patterns. According to cognitive linguists, the different senses of a word operate within a radial category, and they are linked through processes such as metaphor and meto作者: 一條卷發(fā) 時(shí)間: 2025-3-25 17:27 作者: Project 時(shí)間: 2025-3-25 22:35 作者: Immobilize 時(shí)間: 2025-3-26 02:14
K. Aozasa,H. Kanno,H. Miwa,Y. Tomita only very recently that researchers have discovered that the function of these ‘dances’ is in fact to communicate to the other bees the exact location of sources of pollen and nectar. Debbie Hadley, a natural historian who specialises in the study of insects, describes these dances as follows:作者: spondylosis 時(shí)間: 2025-3-26 07:56 作者: 哎呦 時(shí)間: 2025-3-26 12:32
https://doi.org/10.1007/978-3-642-56515-1ing on construction grammars. In Chapter 3 we saw that different aspects of language, such as words, morphemes, parts of speech and even intonation patterns, have been found to exist within radial categories. Findings from cognitive linguistics are starting to show that this phenomenon stretches bey作者: Ornament 時(shí)間: 2025-3-26 13:39 作者: 騷擾 時(shí)間: 2025-3-26 18:20 作者: faddish 時(shí)間: 2025-3-26 21:33
d language teaching. This book looks at how cognitive linguistics can inform our teaching, and lead to intriguing suggestions for alternative ways of presenting grammar and vocabulary in the language classroom.978-0-230-24525-9作者: Crayon 時(shí)間: 2025-3-27 02:29
Epstein-Barr Virus and Human Cancerging. It was not the nappy itself that was loose, but the bowels of the baby in question (Tang, 2007). What she had not understood was that the expression ‘loose nappy’ was not being used literally, but ..作者: arbiter 時(shí)間: 2025-3-27 07:45
https://doi.org/10.1007/978-3-642-56515-1y of the words they contain. These meanings exist within radial categories that have more concrete, prototypical, and more abstract peripheral members. For example, if we look at the following instance of what Goldberg (1995: 152) describes as the ‘caused motion’ construction, in example (56):作者: 心胸開闊 時(shí)間: 2025-3-27 10:04
,‘You’ll find Jane Austen in the basement’ … or will you? Metonymy and Second Language Learning,ging. It was not the nappy itself that was loose, but the bowels of the baby in question (Tang, 2007). What she had not understood was that the expression ‘loose nappy’ was not being used literally, but ..作者: 步履蹣跚 時(shí)間: 2025-3-27 15:57 作者: mitten 時(shí)間: 2025-3-27 19:31 作者: MEEK 時(shí)間: 2025-3-27 22:29 作者: 牽索 時(shí)間: 2025-3-28 02:17 作者: judiciousness 時(shí)間: 2025-3-28 07:01
9樓作者: slipped-disk 時(shí)間: 2025-3-28 13:54
9樓作者: Incompetent 時(shí)間: 2025-3-28 14:37
9樓作者: 哎呦 時(shí)間: 2025-3-28 21:50
9樓作者: 火車車輪 時(shí)間: 2025-3-29 00:55
10樓作者: 搖曳 時(shí)間: 2025-3-29 03:12
10樓作者: 來自于 時(shí)間: 2025-3-29 09:17
10樓作者: hematuria 時(shí)間: 2025-3-29 12:57
10樓
