12.2830, Books: Applied Cognitive Linguistics
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Mon Nov 12 16:39:08 UTC 2001
LINGUIST List: Vol-12-2830. Mon Nov 12 2001. ISSN: 1068-4875.
Subject: 12.2830, Books: Applied Cognitive Linguistics
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1)
Date: Fri, 09 Nov 2001 16:33:21 +0100
From: Julia Ulrich <Julia.Ulrich at deGruyter.com>
Subject: Applied Cognitive Linguistics Volume 1 & 2
-------------------------------- Message 1 -------------------------------
Date: Fri, 09 Nov 2001 16:33:21 +0100
From: Julia Ulrich <Julia.Ulrich at deGruyter.com>
Subject: Applied Cognitive Linguistics Volume 1 & 2
New Publication from Mouton de Gruyter!!!!
>>From the series
Cognitive Linguistics Research
Series Editors: René Dirven, Ronald W. Langacker, John R. Taylor
APPLIED COGNITIVE LINGUISTICS
Editors: MARTIN PÜTZ, SUSANNE NIEMEIER AND RENÉ DIRVEN
Vol. I: Theory and Language Acquisition
2001. 23 x 15,5 cm. xxiv, 273 pages.
Cloth. DM 176.00 / from 01.01.2002: Euro 88.00 / approx. US$ 88.00
ISBN 3-11-017221-6
Vol. II: Language Pedagogy
2001. 23 x 15,5 cm. xxv, 263 pages.
Cloth. DM 168.00 / from 01.01.2002: Euro 84.00 / approx. US$ 84.00
ISBN 3-11-017222-4
(COGNITIVE LINGUISTICS RESEARCH 19.1 AND 19.2)
As a usage-based language theory, cognitive linguistics is predestined
to have an impact on applied research in such areas as language in
society, ideology, language acquisition, language pedagogy. The 28th
International LAUD Symposium, held at the University of Koblenz-Landau
on March 27-30, 2000, was one of the first to concentrate on "Applied
Cognitive Linguistics" - more particularly on the links between the
theory and its application in the areas of language acquisition and
language pedagogy. Although cognitive linguistics is a rapidly
expanding linguistic paradigm, the impact of this linguistic theory on
various branches of applied research and on their pedagogical
implications is only now beginning to be felt. The present volumes are
a first systematic attempt to carve out pathways from the links
between language and cognition to the fields of language acquisition
and language pedagogy and to deal with them in one coherent framework:
applied cognitive linguistics.
CONTENTS VOLUME I:
Acknowledgements
List of Contributors
Introduction: Martin Pütz, René Dirven and Susanne Niemeier
SECTION 1: Cognitive approaches to the English tense system
R. W. Langacker: Cognitive linguistics, language pedagogy, and the
English present tense
J. Cook-Gumperz / A. Kyratzis: Pretend play: trial ground for simple
present
A. Tyler / V. Evans: The relation between experience, conceptual
structure and meaning: non-temporal uses of tense and language teaching
SECTION 2: Facets of prototypes in grammatical constructions
P. J. Hopper: Grammatical constructions and their discourse origins:
prototype or family resemblance?
S. Hwan Seong: Transitivity parameter and prominence typology: a
cross-linguistic study
SECTION 3: Neurocognitive and cognitive issues of language acquisition
in general
S. Lamb: Learning syntax - a neurocognitive approach
C. Goddard: Conceptual primes in early language development
K. J. Rohlfing: No preposition required. The role of prepositions for
the understanding of spatial relations in language acquisition
I. Kecskes: The 'Graded Salience Hypothesis' in second language
acquisition
Subject Index
CONTENTS VOLUME II:
Acknowledgements
List of Contributors
Introduction: Martin Pütz, René Dirven and Susanne Niemeier
SECTION 1:Bottom-up approaches: Phrasal verbs and phraseological
expressions
R. Dirven: English phrasal verbs: theory and didactic application
A. Kurtyka: Teaching English phrasal verbs: a cognitive approach
K. Queller: A usage-based approach to modeling and teaching the phrasal
lexicon
SECTION 2: Top-down approaches: Metaphor and idiom study
Z. Kövecses: A cognitive linguistic view of learning idioms in an FLT
context
A. Barcelona: On the systematic contrastive analysis of conceptual
metaphors: case studies and proposed methodology
SECTION 3: Systematical order instead of chaos in morphology and lexis
K.-U. Panther and L. Thornburg: A conceptual analysis of English -er
nominals
F. Ungerer: Basicness and conceptual hierarchies in foreign language
teaching: a corpus-based study
SECTION 4: Cultural models in education
H.-G. Wolf and A. Simo Bobda: The African cultural model of community in
English language instruction in Cameroon: the need for more
systematicity
Subject Index
For more information please contact the publisher:
Mouton de Gruyter
Genthiner Str. 13
10785 Berlin, Germany
Fax: +49 30 26005 222
e-mail: orders at degruyter.de
Please visit our website for other publications by Mouton de Gruyter
http://www.degruyter.com
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