By Jeannette Littlemore
Cognitive linguistics is a comparatively new self-discipline that is speedily changing into mainstream and influential, relatively within the sector of moment language educating. This booklet appears to be like at how cognitive linguistics can tell our educating, and bring about exciting feedback for other ways of featuring grammar and vocabulary within the language school room.
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Extra info for Applying Cognitive Linguistics to Second Language Learning and Teaching
Thus, as there is no pre-existing ‘universal grammar’ in the mind of the child, the acquisition of ‘grammar’ is a bottom-up phenomenon consisting of the patterns that children have found in the language data to which they are exposed. There is no reason why the types of pattern-ﬁnding skills that L1 learners employ should not still be available to second language learners, so many of Tomasello’s ﬁndings are likely to apply to second language learning too. I explore these in relation to construction learning in Chapter 9.
In recent years, the concept of linguistic categories 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 metonymy. Knowledge of the different senses that a word can have is an important measure of vocabulary depth (Read, 1993), which is an important aspect of language learning.
1 above, an English-speaking learner of Berber might under-extend the preposition di, using it to talk about an apple in a bowl or on a branch, but not a handle on 36 Applying Cognitive Linguistics to L2 Learning and Teaching a door. A Japanese learner of English who has learned that items can be categorized as countable or uncountable may over- or under-extend the number of items that fall into either of these categories. Ellis’s next factor, probabilistic processing refers to the remarkable sensitivity that learners have regarding the relative frequency with which certain forms are used in particular contexts in the input they receive, and their ability to match their output according to what they think might be appropriate.
Applying Cognitive Linguistics to Second Language Learning and Teaching by Jeannette Littlemore