Cognitive linguists share the belief that language is based in our experience of the world. Although scientific in its claims, cognitive linguistics appeals to the intuitive feeling that our ability to use language is closely related to what goes on in our minds when we look at the things and situations around us and form mental images of them. This book provides a basic and intelligible introduction to all the major issues in the field, including impor-tant recent developments such as conceptual blending.
International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing by Anne Burns, Joseph Siegel
This book offers a range of perspectives and insights from around the world on the teaching and learning of listening, speaking, reading and writing. It brings together contributors from across six continents, who analyse a wide range of teaching and learning contexts, including primary, secondary, tertiary, private, and adult ESL/EFL classes. In doing so, they provide locally relevant accounts that nonetheless resonate with other contexts and wider concerns. This informative and practical edited collection will appeal to students and scholars who are interested in the four building blocks of language learning, as well as language education and teacher education.
“Second Language Research is a central resource in the field, especially for cutting-edge work on linguistic and cognitive issues in SLA. It is clearly among our first-tier journals.” Professor Michael Long University of Maryland, USA
Second Language Research publishes theoretical and experimental papers concerned with second language acquisition and second language performance.
“Second Language Research is a central resource in the field, especially for cutting-edge work on linguistic and cognitive issues in SLA. It is clearly among our first-tier journals.” Professor Michael Long University of Maryland, USA
Second Language Research publishes theoretical and experimental papers concerned with second language acquisition and second language performance.
Thinking and Speaking in Two Languages Until recently, the history of debates about language and thought has been a history of thinking of language in the singular. The purpose of this volume is to reverse this trend and to begin unlocking the mysteries surrounding thinking and speaking in bi- and multilingual speakers. If languages influence the way we think, what happens to those who speak more than one language? And if they do not, how can we explain the difficulties second language learners experience in mapping new words and structures onto real-world referents? The contributors to this volume put forth a novel approach to second language learning, presenting it as a process that involves conceptual development.
