Titlebook: Applying Cognitive Linguistics to Second Language Learning and Teaching; Jeannette Littlemore Book 20091st edition Jeannette Littlemore 20

調(diào)色板

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

Chivalrous

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

社團(tuán)

,‘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

Robust

Lethargic

Palatial

輕浮女

熱心

arrogant

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.

墻壁

https://doi.org/10.1057/9780230245259cognition; cognitive linguistics; grammar; language; language classroom; Language Learning; language teach