Although cognitive processes are fundamental in shaping the language that we speak, they are often overlooked in language teaching and learning. This groundbreaking book addresses how to use key cognitive linguistic (CL) concepts to analyze the Chinese language and to advance L2 Chinese teaching and learning. It presents an overview of the most prominent CL research published in both Chinese and English and explores how it applies to L1 and L2 Chinese studies. Including sample lesson plans and classroom activities, it demonstrates to language teachers how to use CL-based approaches to explain and teach a wide range of linguistic phenomena to their students. Researchers will also gain new insights from the summaries of recent advances and contrastive analyses between English and Chinese. Covering up-to-date research, yet written in a clear and engaging style, it will foster a new understanding of teaching and learning Chinese.
Including sample lesson plans and classroom-ready activities, this book shows how to use key cognitive linguistic concepts to analyze the Chinese language and to advance L2 Chinese teaching and learning. It is ideal for language instructors, as well as academic researchers and students in Chinese linguistics and language pedagogy.
Recenzijas
'A fantastically broad, thorough, and up-to-date overview of Cognitive Linguistics theory and data, accompanied with practical tools for teaching second language pedagogy and Chinese as a second language. This book stands as an example of how useful research can be in the hands of experienced language teaching practitioners.' Benjamin Bergen, Professor of Cognitive Science, UC San Diego 'This book represents a comprehensive and systematic application of cognitive linguistic research to the teaching and learning of the Chinese language, revealing how language and thought are related in embodied experience and cultural environment. Its publication is of great benefit to those who learn, teach, or study Chinese as a second language.' Ning Yu, Professor of Applied Linguistics and Asian Studies, The Pennsylvania State University
Papildus informācija
An introduction to the key cognitive linguistics concepts that aid analysis of Chinese and inform L2 Chinese teaching and learning.
Preface;
1. Cognitive linguistics and second language acquisition;
2. Construal in language;
3. Concepts and categorization;
4. Iconicity and image schemas;
5. Metaphor and metonymy;
6. Polysemy;
7. Embodied cognition and mental simulation;
8. Teaching Chinese modal verbs;
9. The future of cognitive linguistics in Chinese studies.
Shu-Ling Wu is an Associate Professor and Head of the Chinese Program at Southern Illinois University, Carbondale. She is the author of Mastering Advanced Modern Chinese through the Classics (with Yuan, 2019). Lihong Huang is an Associate Teaching Professor in the Department of East Asian Languages and Cultures at Georgetown University. She is the co-editor of What is Applied Cognitive Linguistics?: Answers from Current SLA Research (with Tyler and Jan, 2018). Carl Polley is an Assistant Professor in the Department of Languages, Linguistics, and Literature at Kapi'olani Community College, University of Hawai'i. He teaches Chinese language, literature, and linguistics and has published open textbooks for elementary Mandarin on LibreTexts.
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