By Boers, Frank
Getting to know the vocabulary of a overseas language is without doubt one of the so much daunting initiatives that language novices face. The immensity of the duty is underscored by means of the realisation that it isn't basically unmarried phrases but additionally quite a few standardised words (idioms, collocations, etc.) that must be got. there's hence a transparent desire for tutorial equipment that support novices take on this activity, and but few proposals for vocabulary guideline have to this point long gone past thoughts for rote-learning and time-honored technique of selling of noticing. it's because vocabulary and phrasing have lengthy been assumed arbitrary. The volume? offers a long-overdue substitute via exploring and exploiting the presence of linguistic 'motivation' - or, systematic non-arbitrariness - within the lexicon. the 1st half the amount stories abundant empirical proof of the pedagogical effectiveness of offering vocabulary to newbies as non-arbitrary. the information suggested point out that the proposed educational tools can gain whilst either the character of the objective lexis and the elemental cognitive orientations of specific inexperienced persons are taken into consideration. the 1st 1/2 the publication quite often pursuits lexis that has already attracted a good quantity of consciousness from Cognitive Linguists long ago (e.g. phrasal verbs and figurative idioms). the second one part broadens the scope significantly via revealing the non-arbitrariness of various different lexical styles, together with collocations and note partnerships normally. this is often completed through recognising a few long-neglected dimensions of linguistic motivation - etymological and phonological motivation, particularly. Concrete feedback are made for placing the non-arbitrary nature of phrases and words to strong use in prompt language learning.? The volume? is consequently of curiosity not just to utilized linguists and researchers in Seco
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Additional info for Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology (Applications of Cognitive Linguistics)
Spasm, spew, spit, spite, splat, spleen, spoil, spurn [Radden and Panther 2004: 18]). g. g. the sound an animal makes determines the form of the word that is used to imitate it). g. 3. g. g. bird brain; a bolt from the blue), which Boers and Stengers (Forthcoming) and Lindstromberg and Boers (2005a) have found motivate the precise lexical selection in a large number of compounds and phrases. Additionally, word order in English is known to be influenced by metrical preferences. g. salt and pepper rather than pepper and salt).
Long) lexical units such as VP idioms. The data reported in several chapters of the present volume confirm this pattern, but crucially we shall propose pathways for structural elaboration (that are actually very much in line with CL, but which have surprisingly enough not received much attention so far) to help learners remember the form or lexical composition of idioms and other phrases, in addition to their meaning. e. the approach is diachronic) without resorting to overarching CMs. g. pass the baton and a dummy run).
She asked 40 Greek students to hypothesise about the meaning of ten English idioms and then to describe the line of reasoning that they had followed. Only a minute proportion of the responses revealed any spontaneous use of a CM in figuring out idiomatic meaning. This suggests that, unless learners are first given explicit instruction about CMs of hypothesised relevance, a CM treatment of idioms is unlikely to be very effective. 7 In the present book, Sophia Skoufaki reports a follow-up experiment in which she measures the mnemonic effects of providing students (in the experimental group) with guidance meant to improve the success rates of their guesswork.