By Jeannette Littlemore
Cognitive linguistics is a comparatively new self-discipline that is quickly changing into mainstream and influential, fairly within the region of moment language instructing. This e-book appears to be like at how cognitive linguistics can tell our educating, and bring about fascinating feedback for alternative routes of offering grammar and vocabulary within the language lecture room.
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Extra resources for Applying Cognitive Linguistics to Second Language Learning and Teaching
Williams’ study suggests that although language learners may eventually notice differences in categorization systems between their own and the target language, acquisition is likely to be accelerated if they have prior knowledge of such a system. Following on from this, we might conclude that one role for explicit teaching could be to make learners aware of those Construal and L2 Learning 39 categorization and construal systems that exist in the target language but not in their ﬁrst language. The question is: what form might such explicit teaching take?
Thus advanced learners of a language behave more like native speakers of that language when they are asked to perform tasks that involve no language as such. This ﬁnding is important as it suggests that the learning of a second language has an impact on cognitive processing beyond language. This idea is discussed in more detail below. 5 Categorization As we saw in Chapter 1, one of the key tenets of cognitive linguistics is that the development of language involves the same cognitive processes that we use for understanding the world in general.
A particularly well-researched area of cross-linguistic variation in categorization patterns is that of countable and uncountable objects. In English, objects tend to be categorized as either countable or uncountable, and are indicated as such by different types of markers. Things such as ﬂour, sugar, and salt are generally considered to be uncountable, whereas peas and beans are generally considered to be countable. However, in Japanese there is no such distinction; instead objects are divided into long thin objects (signalled by the marker hon or pon) and round ﬂat objects (signalled by the marker mai or pai).
Applying Cognitive Linguistics to Second Language Learning and Teaching by Jeannette Littlemore