Cognitive Linguistics and Language Teaching

1. Front Matter

   Pages i-xiii

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2. Introduction

   1. Introduction

      • Randal Holme

      Pages 1-14

3. Embodied Experience

   1. Front Matter

      Pages 15-15

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   2. The Problem of Linguistic Meaning

      • Randal Holme

      Pages 17-28

   3. Conceptualisation, Embodiment and the Origins of Meaning

      • Randal Holme

      Pages 29-53

   4. Gesture

      • Randal Holme

      Pages 54-62

4. Conceptualisation

   1. Front Matter

      Pages 63-63

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   2. Language, Culture and Linguistic Relativity

      • Randal Holme

      Pages 65-110

   3. Conceptualisation and Construal

      • Randal Holme

      Pages 111-157

5. Meaning and Usage

   1. Front Matter

      Pages 159-159

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   2. Teaching Encyclopaedic Meaning

      • Randal Holme

      Pages 161-176

   3. Usage and Grammatical Meaning

      • Randal Holme

      Pages 177-214

6. Conclusions

   1. Front Matter

      Pages 215-215

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   2. Towards a Cognitive Linguistics Syllabus

      • Randal Holme

      Pages 217-230

7. Back Matter

   Pages 231-251

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This book argues that Second language teaching has not been well served by recent approaches to the description of language content. The book explores how Cognitive Linguistics offers teachers a description of language that can translate into practical classroom activities.

• cognitive linguistics
• language
• language teaching
• linguistics
• second language
• literary diction

• Department of English, The Hong Kong Institute of Education, China

  Randal Holme

RANDAL HOLME is Associate Professor of English at the Hong Kong Institute of Education. His main research interest is in the applications of Cognitive Linguistics to language teaching and learning. His publications include the books, Mind, Metaphor and Language Teaching (2003) and Literacy: an Introduction (2004).

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