000			02154cam a22003255i 4500
999			_c27829 _d27800
001			16960937
003			EG-ScBUE
005			20191209140328.0
008			110914s2012 nyua f b 001 0 eng d
020			_a9780415802505 (pbk.)
035			_a(OCoLC)ocn613423709
040			_aDLC _beng _erda _cDLC _dYDX _dBTCTA _dYDXCP _dDLC _dEG-ScBUE
082	0	4	_a418.0071 _bTYL _222
100	1		_aTyler, Andrea, _eauthor.
245	1	0	_aCognitive linguistics and second language learning : _btheoretical basics and experimental evidence / _cAndrea Tyler.
264		1	_aNew York ; _aAbingdon, Oxon : _bRoutledge / Taylor and Francis Group, _c2012.
300			_ax, 252 pages : _billustrations ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
500			_aIncludes appendices.
504			_aIncludes bibliographical references and index.
520			_aThis book illustrates the ways that cognitive linguistics, a relatively new paradigm in language studies, can illuminate and facilitate language research and teaching. The first part of the book introduces the basics of cognitive linguistic theory in a way that is geared toward second language teachers and researchers. The second part of the book provides experimental evidence of the usefulness of applying cognitive linguistics to the teaching of English. Included is a thorough review of the existing literature on cognitive linguistic applications to teaching and cognitive linguistic-based experiments. Three chapters report original experiments which focus on teaching modals, prepositions and syntactic constructions, elements of English that learners tend to find challenging. A chapter on “future directions” reports on an innovative analysis of English conditionals. Pedagogical aids such as diagrams and sample exercises round out this pioneering and innovative text.
650		7	_aSecond language acquisition _xStudy and teaching. _2BUEsh
650		7	_aCognitive grammar. _2BUEsh _936982
650		7	_aCognitive learning theory. _2BUEsh
653			_bHHUUEENN _cNovember2019
655			_vReading book
942			_2ddc _cBB