Kitap İncelemesi
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Yıl 2021, Cilt 7, Sayı 1, 218 - 226, 27.04.2021
https://doi.org/10.31464/jlere.913306

Öz

Kaynakça

  • Achard, M., & Neimeier, S. (2004). Cognitive linguistics, second language acquisition, and foreign language teaching. Berlin, New York: Mouton de Gruyter
  • Atzler, J. K. (2011). Twist in the list: Frame semantics as vocabulary teaching and learning tool. Unpublished PhD Dissertation, University of Texas, Austin.
  • Beréndi M, Csábi S. & Kövecses Z. (2008) Using conceptual metaphors and metonymies in vocabulary teaching.Boers & S. Lindstromberg (Ed), In Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 65-100). Berlin: Mouton de Gruyter
  • Boers F. & Lindstromberg S. (2008). Cognitive linguistic approaches to teaching vocabulary and phraseology, Berlin: Mouton de Gruyter.
  • Cameron, L. (2003). Metaphor in educational discourse. London & New York: Continuum.
  • Cameron, L. & Low, G. (Eds.). (1999). Researching and applying metaphor. Cambridge: Cambridge University Press.
  • Condon, N. (2008). How cognitive linguistic motivations influence the learning of phrasal verbs. F.Boers & S. Lindstromberg (Ed), In Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 133-158). Berlin: Mouton de Gruyter.
  • De Knop, S., & De Rycker, T. (Eds.). (2008). Cognitive approaches to pedagogical grammar: A volume in honour of René Dirven. Berlin, New York: Mouton de Gruyter.
  • De Knop, S., Boers, S. F., & De Rycker, T. (2010). Fostering language teaching efficiency through cognitive linguistics. Berlin, New York: Mouton de Gruyter.
  • Deignan, A., Gabrys, D. & A, Solska. (1997). Teaching English metaphors using cross-linguistic awareness-raising activities. ELT Journal, Oxford Univ Press.
  • Dirven, R. (1989). Cognitive linguistics and pedagogic grammar. In G. Graustein & G. Leitner (Eds.), Reference grammars and modern linguistic theory (pp. 56–75). Tübingen, Germany:Max Niemeyer Verlag
  • Fang X., (2014). Conceptual Metaphor and Vocabulary Teaching in the EFL Context. Open Journal of Modern Linguistics, 2014, 4, 375-378.
  • Garrett, N. (1991). Technology in the service of language learning: Trends and issues. The Modern Language Journal, 75(1), 74-101.
  • Garner, R. (1988). Metacognition and reading comprehension. New Jersey: Ablex Publishing.
  • Heider, F. (1958). The Psychology of interpersonal relations. New York: Wiley
  • Holme, R. (2009). Cognitive Linguistics and Language Teaching. New York: Palgrave MacMillian.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal,70(2), 125-132
  • Hubbard, P. (1978). Understanding English modals through space grammar. Ohio University
  • Hubbard, P. (1994). Non-transformational theories of grammar: implications for language teaching. In T. Odlin (Ed.). Perspectives on pedagogical grammar (pp. 49–71). Cambridge: Cambridge University Press.
  • Kövecses, Z., & Szabó, P. (1996). Idioms: A view from cognitive semantics. Applied Linguistics, 17(3), 326–355.
  • Kövecses, Z. (2001). A cognitive linguistic view of learning idioms in an FLT context. In M. Pütz, S. Niemeier, & R. Dirven (Eds), Applied cognitive linguistics: Language Pedagogy (vol. 2 pp. 87-108). Berlin &New York: Mouton de Gruyter.
  • Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
  • Li, T.F. (2002). The Acquisition of Metaphorical Expressions, Idioms, and Proverbs by Chinese Learners of English: A Conceptual Metaphor and Image Schema Based Approach, Unpublished PhD Dissertation, China: Chinese Umiversity of Hong Kong
  • Li, X. (2010). Conceptual Metaphor Theory and Teaching of English and Chinese Idioms, Journal of Language Teaching and Research, Vol. 1, No. 3, pp. 206-210.
  • Littlemore, J. (2009). Applying Cognitive Linguistics to Second Language Learning And Teaching. New York: Palgrave Macmillian.
  • Makni, F. (2014). Applying Cognitive Linguistics to Teaching Polysemous Vocabulary. Arab World English Journal, AWEJ Volume.5 Number.1, 2014
  • Nelson, T. (1978). Detecting small amounts of information in memory: Savings for non-recognised items. Journal of Experimental Psychology: Human learning and memory, 4, 453-468.
  • Pragglejaz Group. (2007). MIP: A method for identifying metaphorically used words in discourse. Metaphor and Symbol, 22(1), 1-39.
  • Pütz, M., Niemeier, S., & Dirven, R., (2004). Applied cognitive linguistics I: Theory and language acquisition. Berlin, New York: Mouton de Gruyter.
  • Robinson, P. (2010). Cognition and second language instruction. Cambridge: Cambridge University Press.
  • Robinson, P. & Ellis, N.C. (2008). Handbook of cognitive linguistics and second language acquisition. New York & London: Routledge.
  • Schmid M. (2011) Language Attrition: Key Topics in Sociolinguistics. Cambridge: Cambridge University Press
  • Taylor, J. (1993). Some pedagogical implications of cognitive linguistics. In R. Geiger & B.Rudzka-Ostyn (Eds.), Conceptualizations and mental processing in language (pp. 201–223). Berlin, New York: Mouton de Gruyter.
  • Tyler, A. (2008). Applying cognitive linguistics to second language teaching: The English Modals. The Handbook of Cognitive Linguistics and Second Language Acquisition, edited by N. Ellis & P. Robinson, 456-488. Lawrence Erlbaum Associates.
  • Tyler, A. (2012). Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence, New York: Routledge Taylor & Francis Group.
  • Wan, W., & Low, G. (2015). Elicited metaphor analysis in educational discourse: A descriptive and prescriptive analysis. Amsterdam: John Benjamins Publishing Company.
  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92 (4), 548-573.
  • Weiner, B. (1986). An attributional theory of emotion and motivation. New York: Springer

Cognition and Language Learning

Yıl 2021, Cilt 7, Sayı 1, 218 - 226, 27.04.2021
https://doi.org/10.31464/jlere.913306

Öz

This book entitled “Cognition and Language Learning” edited by Sadia Belkhir includes proceedings of the Cognition & Language Learning Symposium held in February 2019 in Mouloud Mammeri University, Tzi Ouzou. In the book, there are studies that take the interdisciplinary approach between Cognitive Linguistics and education and put forward the relation between cognition and language learning. In the studies; issues such as metacognitive awareness on reading narrative texts, vocabulary attrition among multilinguals, the role of MIP in promoting EFL learners’ cognitive ability, perception of phonetic units, vocabulary retention and memorization through the use of online sources, the role of attribution theory in perceptions of success and failure, anxiety and cognitive processing in EFL, the perceptions of code switcing in EFL classes are discussed.

Kaynakça

  • Achard, M., & Neimeier, S. (2004). Cognitive linguistics, second language acquisition, and foreign language teaching. Berlin, New York: Mouton de Gruyter
  • Atzler, J. K. (2011). Twist in the list: Frame semantics as vocabulary teaching and learning tool. Unpublished PhD Dissertation, University of Texas, Austin.
  • Beréndi M, Csábi S. & Kövecses Z. (2008) Using conceptual metaphors and metonymies in vocabulary teaching.Boers & S. Lindstromberg (Ed), In Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 65-100). Berlin: Mouton de Gruyter
  • Boers F. & Lindstromberg S. (2008). Cognitive linguistic approaches to teaching vocabulary and phraseology, Berlin: Mouton de Gruyter.
  • Cameron, L. (2003). Metaphor in educational discourse. London & New York: Continuum.
  • Cameron, L. & Low, G. (Eds.). (1999). Researching and applying metaphor. Cambridge: Cambridge University Press.
  • Condon, N. (2008). How cognitive linguistic motivations influence the learning of phrasal verbs. F.Boers & S. Lindstromberg (Ed), In Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 133-158). Berlin: Mouton de Gruyter.
  • De Knop, S., & De Rycker, T. (Eds.). (2008). Cognitive approaches to pedagogical grammar: A volume in honour of René Dirven. Berlin, New York: Mouton de Gruyter.
  • De Knop, S., Boers, S. F., & De Rycker, T. (2010). Fostering language teaching efficiency through cognitive linguistics. Berlin, New York: Mouton de Gruyter.
  • Deignan, A., Gabrys, D. & A, Solska. (1997). Teaching English metaphors using cross-linguistic awareness-raising activities. ELT Journal, Oxford Univ Press.
  • Dirven, R. (1989). Cognitive linguistics and pedagogic grammar. In G. Graustein & G. Leitner (Eds.), Reference grammars and modern linguistic theory (pp. 56–75). Tübingen, Germany:Max Niemeyer Verlag
  • Fang X., (2014). Conceptual Metaphor and Vocabulary Teaching in the EFL Context. Open Journal of Modern Linguistics, 2014, 4, 375-378.
  • Garrett, N. (1991). Technology in the service of language learning: Trends and issues. The Modern Language Journal, 75(1), 74-101.
  • Garner, R. (1988). Metacognition and reading comprehension. New Jersey: Ablex Publishing.
  • Heider, F. (1958). The Psychology of interpersonal relations. New York: Wiley
  • Holme, R. (2009). Cognitive Linguistics and Language Teaching. New York: Palgrave MacMillian.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal,70(2), 125-132
  • Hubbard, P. (1978). Understanding English modals through space grammar. Ohio University
  • Hubbard, P. (1994). Non-transformational theories of grammar: implications for language teaching. In T. Odlin (Ed.). Perspectives on pedagogical grammar (pp. 49–71). Cambridge: Cambridge University Press.
  • Kövecses, Z., & Szabó, P. (1996). Idioms: A view from cognitive semantics. Applied Linguistics, 17(3), 326–355.
  • Kövecses, Z. (2001). A cognitive linguistic view of learning idioms in an FLT context. In M. Pütz, S. Niemeier, & R. Dirven (Eds), Applied cognitive linguistics: Language Pedagogy (vol. 2 pp. 87-108). Berlin &New York: Mouton de Gruyter.
  • Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
  • Li, T.F. (2002). The Acquisition of Metaphorical Expressions, Idioms, and Proverbs by Chinese Learners of English: A Conceptual Metaphor and Image Schema Based Approach, Unpublished PhD Dissertation, China: Chinese Umiversity of Hong Kong
  • Li, X. (2010). Conceptual Metaphor Theory and Teaching of English and Chinese Idioms, Journal of Language Teaching and Research, Vol. 1, No. 3, pp. 206-210.
  • Littlemore, J. (2009). Applying Cognitive Linguistics to Second Language Learning And Teaching. New York: Palgrave Macmillian.
  • Makni, F. (2014). Applying Cognitive Linguistics to Teaching Polysemous Vocabulary. Arab World English Journal, AWEJ Volume.5 Number.1, 2014
  • Nelson, T. (1978). Detecting small amounts of information in memory: Savings for non-recognised items. Journal of Experimental Psychology: Human learning and memory, 4, 453-468.
  • Pragglejaz Group. (2007). MIP: A method for identifying metaphorically used words in discourse. Metaphor and Symbol, 22(1), 1-39.
  • Pütz, M., Niemeier, S., & Dirven, R., (2004). Applied cognitive linguistics I: Theory and language acquisition. Berlin, New York: Mouton de Gruyter.
  • Robinson, P. (2010). Cognition and second language instruction. Cambridge: Cambridge University Press.
  • Robinson, P. & Ellis, N.C. (2008). Handbook of cognitive linguistics and second language acquisition. New York & London: Routledge.
  • Schmid M. (2011) Language Attrition: Key Topics in Sociolinguistics. Cambridge: Cambridge University Press
  • Taylor, J. (1993). Some pedagogical implications of cognitive linguistics. In R. Geiger & B.Rudzka-Ostyn (Eds.), Conceptualizations and mental processing in language (pp. 201–223). Berlin, New York: Mouton de Gruyter.
  • Tyler, A. (2008). Applying cognitive linguistics to second language teaching: The English Modals. The Handbook of Cognitive Linguistics and Second Language Acquisition, edited by N. Ellis & P. Robinson, 456-488. Lawrence Erlbaum Associates.
  • Tyler, A. (2012). Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence, New York: Routledge Taylor & Francis Group.
  • Wan, W., & Low, G. (2015). Elicited metaphor analysis in educational discourse: A descriptive and prescriptive analysis. Amsterdam: John Benjamins Publishing Company.
  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92 (4), 548-573.
  • Weiner, B. (1986). An attributional theory of emotion and motivation. New York: Springer

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Kitap/Makale İncelemeleri
Yazarlar

Elif ARICA AKKOK> (Sorumlu Yazar)
Ankara Üniversitesi
0000-0002-5805-711X
Türkiye

Yayımlanma Tarihi 27 Nisan 2021
Başvuru Tarihi 11 Nisan 2021
Yayınlandığı Sayı Yıl 2021, Cilt 7, Sayı 1

Kaynak Göster

APA Arıca Akkok, E. (2021). Cognition and Language Learning . Journal of Language Education and Research , 7 (1) , 218-226 . DOI: 10.31464/jlere.913306

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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi

https://dergipark.org.tr/en/pub/jlere

ISSN: 2149-5602
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