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Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.


Book Information

   

Title: Applied Cognitive Linguistics
Written By: René Dirven
Edited By: Martin Pütz
Susanne Niemeier
Series Title: Cognitive Linguistics Research
Description:

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. ueller: 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

Publication Year: 2001
Publisher: De Gruyter Mouton
Review: Read the review
BibTex: View BibTex record
Linguistic Field(s): Applied Linguistics
Cognitive Science
Issue: All announcements sent out by The LINGUIST List are emailed to our subscribers and archived with the Library of Congress.
Click here to see the original emailed issue.

Versions:
Format: Hardback
ISBN: 3110172216
ISBN-13: N/A
Pages: 273
Prices: DM 176.00 / Euro 88.00 / approx. US$ 88

 
 
Format: Hardback
ISBN: 3110172224
ISBN-13: N/A
Pages: 263
Prices: DM 168.00 / Euro 84.00/approx. US$ 84.00