Cognitive linguistics offers innovative insights into language research and teaching, highlighting how this emerging paradigm can enhance understanding of language structures and usage. By exploring the connections between language and thought, the book provides practical applications for educators and researchers, showcasing methods to improve language learning and comprehension.
This book offers an in-depth theoretical examination of the semantics associated with English prepositions. It explores the meanings and functions of these linguistic elements, providing insights into their usage and the nuances of their interpretations within the English language. Through detailed analysis, it aims to enhance the understanding of prepositional semantics, making it a valuable resource for linguists and language enthusiasts alike.
Many SLA professionals remain unaware of what CL and Applied Cognitive Linguistics are and of the tremendous potential these approaches offer for our understanding of L2 learning and pedagogy. The volume addresses this gap by presenting theoretically-grounded, empirically-based studies which illustrate the application of key concepts of CL and demonstrate the efficacy of using the concepts in the classroom or in basic L2 research.
This volume examines the intersections between cognitive and discourse approaches to language and language learning, focusing on everyday interaction and cognition. Contributors adopt a usage-based perspective, viewing language as integral to the systems that shape social life and human thought. While they share core assumptions, the distinct areas of inquiry and emphases in discourse analysis and cognitive linguistics have historically led to a lack of awareness regarding their interrelations. Consequently, researchers have often missed opportunities to explore how insights from each perspective can enhance and challenge the other. The papers presented here aim to bridge this gap, offering dynamic analyses that deepen our understanding of language and language learning. The contributors utilize a variety of frameworks, including Cognitive Grammar, Mental Space Theory, Construction Grammar, ethnomethodology, and interactional sociolinguistics. Their inquiries span a wide range of topics, such as first and second language acquisition, signed languages, syntactic phenomena, interactional dynamics, discourse markers, metaphor theory, polysemy, language processing, and humor. This volume is valuable for researchers in cognitive linguistics, discourse analysis, and language learning, including those focused on signed languages.
