LINGUIST List 15.422

Mon Feb 2 2004

Books: Language Acquisition: Holme

Editor for this issue: Neil Salmond <neillinguistlist.org>


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  1. C.O'Connor, Mind, Metaphor and Language Teaching: Holme

Message 1: Mind, Metaphor and Language Teaching: Holme

Date: Fri, 30 Jan 2004 11:26:18 -0500 (EST)
From: C.O'Connor <C.O'Connorpalgrave.com>
Subject: Mind, Metaphor and Language Teaching: Holme


Title: Mind, Metaphor and Language Teaching
 
Publication Year: 2003
Publisher: Palgrave Macmillan http://www.palgrave.com 
 
Book URL: http://www.palgrave.com/products/Catalogue.aspx?is=1-4039-1585-7 

Author: Randal Holme, Director of the Language Centre at the School of
	Language and Linguistics, University of Durham

Hardback: ISBN: 1403915857, Pages: 256, Price: �50/69.95
 
Abstract:
Understanding metaphor raises key questions about the relationship
between language and meaning, and between language and mind. This book
explores how this understanding can impact upon the theory and
practice of language teaching. After summarising the cognitive basis
of metaphor and other figures of speech, it looks at how this
knowledge can inform classroom practice. Finally, it sets out how we
can use these insights to re-appraise language learning theory in a
way that treats it as consonant with the cognitive nature of language.

Contents List of Tables and Figures
Acknowledgements
Introduction

PART 1: THE STUDY OF METAPHOR
Early Perspectives
The rehabilitation of metaphor
The problem of knowing when something is a metaphor or not
Metaphor and relevance theory
The cognitive view of metaphor
Conceptual metaphor: how metaphors share common themes
How we shape abstract concepts with the metaphors we use to group them
The lack of a clear distinction between the metaphorical and the
	literal
Metaphors as transfers of meaning from one domain to another: mapping
	and blending
How abstract meaning is conceptualised through metaphor and image
	schema
Some of the conceptual metaphors that produce abstract language are
	culturally-specific and some are universal
Grammar as developing from metaphor over time
Conclusions

PART 2: USING FIGURATIVE LANGUAGE
The language of metaphor
Stretching the domain
What categories mean
What teachers and students can do with their understanding of
	categories
Achieving greater freedom with meaning: describing things as other
	than themselves
Layering
Metaphors looking for a meaning
Conclusions

PART 3: TEACHING THE LANGUAGE AND STRUCTURE OF METAPHOR
Metaphor and parts of speech
Metaphors that identify themselves: grammatical metaphor
Elliptical metaphors
Conclusion

PART 4: ALLEGORY AND ANALOGY: TEACHING WITH EXTENDED METAPHORS
Allegory
Analogy
Analogy, models and writing instruction
Teaching with analogy: conclusions

PART 5: TEACHING LEXIS THROUGH METAPHOR
Bridging the gap between learning theory and language theory
Using metaphor to teach abstract meaning
Metaphor teaches students about language
Using metaphor in the construction of discourse
Expressing deductive and inductive arguments
Cause-and-effect paths
Conclusions

PART 6: METAPHOR AND THE TEACHING OF GRAMMAR
Phrasal verbs
Tense and time
Reference
Expressing time
Conclusions

PART 7: THE METAPHOR OF LEARNING
Linguistic theories of language acquisition
There is no reliable way to distinguish acquired language knowledge
	from learnt language knowledge
Generative theories of SLA
The modular mind
Cognivist and generative positions
Student errors, CBT (cognitive blend theory) and the remodelling of
	second-language learning
Towards a blend-structure model of second-language learning
Cognitive blend theory and language learning
How a CBT model can account for language learning
A blend-structure model of language learning: understanding and
	correcting student errors
Conclusions

PART 8: CONCLUSIONS
Cognitive not social relevance
Cultural empathy
Affective is effective
A kinaesthetic pedagogy: understanding the physical basis of meaning
A construction-based pedagogy: exploiting the spatial construction of
	meaning
A participatory pedagogy
Bibliography
Index

Lingfield(s):	Language Acquisition 

Written In:	English (Language Code: ENG)


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