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Index

Accelerated Integrated Method(AIM), 58

action chains, 143–7Adger, C., 98adjectives, 84, 98–9, 145, 172, 175,

188, 192–5, 198–9agent, 11, 39, 83, 115, 137, 143–4,

146, 184, 189, 190, 202, 222alliteration, 43, 171–2Altenberg, B., 6analogy

and education, 136–7and gesture, 55and second language learning, 12,

82–4, 88, 134, 212, 223analytic syllabus, 217–18Anderson, J. R., 217Andrews, L., 98antonym, 105, 106, 130, 142, 202aplasic phantoms, 34–5applied linguistics (AL) approaches, 2argument structures, 169Argyle, M., 54Aristotle, 19Asher, J., 48Aske, J., 90attention/salience, 112, 113–20Austin, T. Y., 51autism, 36automaticity in language use, 34–5auxiliary verbs, 179, 197, 222

Bates, E., 54behaviourism, behaviourist linguistics,

1–2, 99Benson, J., 82Bergen, B. K., 173bilingualism, 88Black Death, 128blends, 72–3, 82, 167, 224Bley-Vroman, R., 3Block, D., 135Bloomfield, L., 1, 172

Boers, F., 28, 43, 44, 45, 58, 139, 140,171, 186,

Boswell, J., 121Brag, M., 141, 142Brinton, D. 51Broca’s area, 35Brown corpus, 175Brumfit, C., 4, 226Buczowska, E., 213Burke, Edmund, 121Butcher, C., 55Byram, M., 95

Cameron, L., 11, 135, 220, 224,Cardelle, M., 213Carlson, R., 52Carroll, S., 213, 214Cartesian thought, 29, 37Cary, M., 52Casaubon in Middlemarch, 118case, 188–9categories, radial, 130, 133categorisation, 8, 9, 11, 17, 20–5, 65,

66, 68, 74, 77, 79, 81, 82, 112,117, 119, 120, 122, 128–38

Chagga, 76chain stories, 108, 127Charles River analogy, 2–3Chen, Z., 137Chinese, 18, 19, 76, 78, 86, 97, 114,

135, 223Chomsky, N., 2, 4, 6, 48, 228chunking, 212, 223,Church, R., 56cloze procedures/tests, 124–5, 213cognate, 83, 84, 88, 175, 223cognition schema, 194cognitive code learning, 28cognitive linguistics (CL), 6–9, 20–1,

69–74, 111–12, 161–4, 177–80cognitive linguistic syllabus, 217–44communicative competence, 4–5communities of practice, 93, 95–6, 110

244

Index 245

comparative construction, 188, 193–4competence, 4, 181, 183, 224complementation patterns, 202complex transitive, 202; see also

resultative constructionconceptual independence, 206, 208conceptual metaphor theory (CMT), 2,

8–10, 18–19, 22, 23, 26, 28, 36–8,45, 56, 58, 70–2, 75, 76, 97–102,108, 112–13, 117–18, 122, 129

conceptual metaphor:beginnings are beneath, 141,causation, 202conduit, 8connection and linkage, 207course, 225deduction, 56emotions are temperatures, 9fictive motion, 40happiness is up, 37ideas are plants, 141knowledge is sight, 141people are plants, 9progress is forward motion, 200sadness is down, 37sexual desire is heat, 75society is a heap, 141spatial relations, 58–60, 70, 200the teacher is a conduit, 135time is money, 99unconscious is down, 37writing is thinking, 141

conceptual projection, 25conceptualisations:

bounded/unbounded, 74, 78, 81,89, 106, 117, 128, 143, 152, 154

shape and substance, 33, 74, 78–9,81, 87, 89, 117, 152, 157,168, 220

Conrad, J., 126constitution; see gestaltconstrual, 13–14, 106, 109, 111–57,

161, 189construction:

adjective+of+complement, 198–9angry with. . . , 199comparative, 192–4conditional, 12, 72

ditransitive, 187, 195, 201–3, 208,222, 226

do one thing just to getanother/exchange, 204

gerund, 91hours a day, 207, 208–9I’ve got, 180–1incapable/capable of, 198–9it-is-used-for, 169link between one thing and

another, 206, 209partitive, 208ready for, 198–9resultative, 202–3, 226said something, 207the study shows. . ., 206–7, 209way, 200you drive me crazy, 203you drive me up the wall, 203

constructions:and conceptualisation, 157and construction grammar, 7,

10–11, 14, 58, 84, 103, 123,177–83

and prepositions, 157, 180, 184,188, 190, 196–9, 196, 197, 198,199, 200, 203

filled, 185–6partially filled, 186–201partially filled, bound morphemes,

187–92partially filled, inflectional

morphemes, 192–7partially filled, lexis, 197–201the teaching and learning of, 170,

184–206unfilled, 201–5

construction teaching for advancedstudents, 205–12

Cooper, D., 19copula, 202Corno, L., 213corpus linguistics, language corpus, 6,

58, 175Cortazzi, M., 135countable and uncountable nouns,

81, 114, 117, 120, 152counter-factuals, 72

246 Index

Croft, W., 112, 117, 123, 150, 165,177, 181, 199, 210

Cruse, D. A., 112, 117, 123, 150, 155,165, 199

Culicover, P., 7culture and conventionalisation,

10–11, 70–1, 199culture and language teaching, 47, 67,

92–108, 132, 142, 220cultures and conceptualisation, 13, 18,

19, 34, 65–108, 117, 129, 161,162, 186, 219

de Bot, K., 224De Guerrero, M., 135Deacon, T., 71DeCarrico, J.S, 6, 212definite article, 17, 60–1, 74, 89, 180definition exercises, 116Deignan, A., 135deixis, 150–2Derrida, J., 8Descartes, R., 29determiners, 60–2, 73–4, 86–7, 89,

114, 120, 178–80, 185, 206,222, 223

Dewey, J. 39, 40Dirven, R., 58, 73, 85, 113, 170,

190, 194discourse in teaching and learning,

48, 72, 93, 95, 110, 119, 120–2,126–8, 132, 134, 139, 141–2, 149,150, 166

Donald, M., 44drama, in language teaching, 42,

46–7, 50, 53, 58, 227, 229Dudley-Evans, T., 139Duff, A., 46duodecimal systems, 37Dutch, 91–2dynamic assessment, 224–5dynamic attention, 125–8dynamic systems, 224–5, 229–30

Eckman, F. R., 214Edelman, G., 7education and embodiment; see

embodiment and educationeducation, formal, 41

Eeg-Olofsson, M., 6Eliot, George, 118Ellis, N. 224Ellis, R., 205embodied cognition, 9, 13, 28, 29–38,

52–3, 56, 62, 179, 218embodiment:

and education, 39–41, 53, 56, 62and language teaching, 41–53, 55,

87, 220, 227–8enactive cognition, 30, 39, 48, 52, 70,

77, 112, 113–17, 157, 218–19enactment and movement (E&M), 28,

44–8, 58, 60, 118, 138, 229encyclopedic meaning, 14, 89, 161,

163, 164, 168–9, 174, 183, 194,195, 203, 226

English as an international language,67–8, 95, 109

English for Academic Purposes (EAP)123, 140, 143, 170, 229

English for Specific Purposes (ESP); seeLanguage for Specific Purposes

entrench, entrenchment, 181,182, 183

envisioning, 108errors in language learning, 6, 57,

80–9, 115, 193, 204–5, 213, 229Evans, V., 72, 139

Fadiga, L., 35Fauconnier, G., 37, 72, 82figure and ground, 10, 90, 105–6, 107,

108, 112, 129, 142–5Fillmore, C. K., 169, 170Fillmore, L. W., 98Finneran, L. R. K., 53first language acquisition, 7, 36, 48,

81–2, 183, 220, 222Fleming, M., 95Fodor, J., 3force dynamics, 142–6formal approaches to meaning, formal

semantics, 7, 18, 27, 112, 162frames, semantic frames, 120–1, 131,

132, 136, 142, 162, 170, 184, 219French, 20, 58, 76, 84, 86, 88, 90–2,

114, 172Fried, M., 183

Index 247

Gallagher, S., 30–4, 55Gallese, V., 33, 35Gaskins, S., 78–9Gass, S., 214Gattegno, C., 57generative linguistics, 2–4, 6–7, 68, 88.

115, 161, 180, 212, 220, 224genitive, 188, 189Gentner, D. R., 137Gentner, D., 79, 82, 137geometry, 155–7German, 172, 188Germanic, 90, 91, 182gestalt, 112, 152–5, 164, 179gesture:

and language acquisition, 54, 90–2in communication, 54–6, 71, 73,

80, 219in education, 56–8, 220in language teaching, 58–62, 96,

110, 114, 124, 173, 221,228, 229

Gibbs, R., 9, 21, 22, 33, 39, 40, 71, 117Goldberg, A. E., 169, 177, 181, 183–4,

195, 201–2Goldin-Meadow, S., 54, 55, 56Goldman, A., 35Goldsmith, J., 153–4Gómez-Pinilla, F., 53Goswami, U., 137Grady, J., 38Graham, C., 42–3grammatical categories, 115Green, M., 72, 139grounding, 60, 74, 78, 83, 86, 120,

150–1, 178

Ha, M. A., 214Haith, M., 82Hall, H. M., 51Halliday, M. A. K., 1, 5Heathfield, D., 46Heider, E. Rosch 77, 129–30Heine, B., 38, 70Henderson, W., 139Herron, C., 214Hispanic, 55, 92Hoard, J.E., 145Hodges Nelson, L. R., 53

Holme, R., 5, 133, 141, 143, 186,Holyoak, J., 82, 137homunculus, homunculus

metaphor, 32Hong Kong, 46, 97, 132, 206, 210Hopi, 68Hymes, D., 4hyponymy, 130–2, 163–5, 167, 194–6

idiom, 7, 27, 43, 88, 97, 140, 185–6,200, 227

image schema, 22–3, 25, 27, 28, 36–8,74–6, 103, 113, 152, 154, 156,179, 184

Imai, M., 79imitative behaviour, 32indefinite article, 45, 74, 89, 180infant cognitive development, 22, 30,

32, 33–4, 37–8, 39, 54, 74, 82–3,136–7, 219–20, 221, 222

inflections, 103, 114, 187–9inheritance hierarchy, 195–6inheritance, 89, 90, 163, 164–5, 177,

180–1, 195–6, 199, 201internal syllabus, 225intransitives, verbs, processes and

constructions, 7, 115, 190, 200,202, 204

Inuit, 68irregularity, irregular verbs, 9, 170–1,

179, 182–3, 189Islamic culture, 132

Jackendoff, R., 7Japanese, 11, 44, 74, 78, 79, 91, 96Jaques-Dalcroze, E., 41jazz chants, 42, 43Jeannerod, M., 236, 33Jenkins, P., 93Jin, L., 135Johnson, K., 4, 226Johnson, M. E., 53Johnson, M., 8–9, 37–8, 56, 65, 99,

126, 141judgment and comparison, 112, 129

Kachru, B. B., 97Kahnemann, D., 35Kay, P., 77

248 Index

Kellerman, E., 55, 91Kelly Hall, J., 98Kempton, W., 77Kennedy, J., 33King, J., 133Kirsh, D., 40Kita, S., 55, 72, 91Kosslyn, S. M., 126Kövecses, Z., 75–6Krashen, S. D., 48Kurtyka, A., 58

Labov, W., 47Lakoff, G., 8–9, 25, 37, 56, 78, 99, 100,

117, 118, 120, 129, 130, 141, 177,199, 200

landmark, 91, 105, 143–5, 148Langacker, R., 9, 59–60, 73, 74, 105,

106, 111–12, 115, 117, 120,142–3, 144, 145, 152, 162, 168,177

Language for Specific Purposes (LSP),51, 138, 166

Lantolf, J. P., 44, 91–2, 224Larsen Freeman, D., 11, 220, 222, 224Latin, 39, 56, 88, 91, 172–3Lawless, D., 56Leaver., B. L., 51Lego, 51Lévi-Strauss, C., 69Lewis, M., 6, 145lexical approach to language

teaching, 145lexical maps, 174lexicon, the, 6, 161, 78, 180Lieberman, A. P., 182Lindner, S., 48Lindstromberg, S., 28, 43, 44, 45,

139, 171linguistic modularity, language

module, 3–4, 7, 11, 34linguistic relativity, 65–109, 219linguistic symbolism; see symbolismlinguistics applied (LA) approaches, 2Littlemore, J., 58, 136Lorenz, K., 181Low, G. D., 58, 136Lucy, J., 77, 78–9

Macdonald’s restaurants, 62, 97Maley, A., 46Malt, B. C., 79mapping, cognitive process of, 32, 33,

35, 37–8, 58, 72, 90, 103, 229Marcos, L. R., 92Markman, A., 82Martinez-Conde, S., 33Master, P., 85mathematics education, 40, 52, 137mathematics, nature of, 37Matthiessen, C., 5Maxwell, M., 58McCarthy, M., 98Mcintosh, A., 1McNeil, D., 54, 55Meltzoff, A., 32Meno’s problem, 29–31mental spaces, 72–3Merleau-Ponty, M., 9, 30, 31, 94meronymy, 163, 165–7metaphor:

analysis, 135–6and language teaching, 134–42and learning lexis, 13, 138–42formal approaches to, 19in Chinese, 76in education, 40in Zulu, 76processing, problems with, 32

metaphorical competence, 136metaphors:

department store, 134,hour glass, 122mother of all battles, 18–19of education, 39, 225, 227of language, 229of learning, 135of sport, 76of time, 9, 27, 68, 71, 75, 85–6,

92–3, 94, 98–9, 109, 110, 132–3,134, 137–8, 198

metatext, 141, 170metonymy, 9–10, 101, 112–13, 116,

117–20, 165, 172, 200function for form, 118path of movement is

movement, 200

Index 249

mime, 41–2, 44–8, 50, 53, 54, 57, 103,108, 220

mind maps, 140minimalism in linguistics, 6mirror neurons, 35–6, 44, 54, 66Mishkin, M., 33Mittins, B., 98modal verbs, 51, 191Moon, R., 6Moore, M. K., 32morpheme, 114–17, 138, 173, 182,

188–97, 222morphemes:

-ed, 88, 117, 197-ee, 115-er, comparative, 188, 193-er, nominal, 115-est, 188, 193-s, plural, 114–5, 188-’s, genitive, 188–9-ing, 138

motion paths, 91, 102–7, 127–8Munk, H., 31Murata, A., 33

Nakajima, H., 201Nakamura, R., 33Native American, 67, 68Nattinger, J. R., 6, 212Negueruela, E. J., 91–2neonates, 32noticing, 205, 213Novick, L. R., 137Núnez, R. E., 40

Oberman, L., 36object perception, 31–4objectification, 112, 146Ong, W., 122ontogeny, 44, 75Orwell, G., 193Ostman, J-O., 183Oxford , R., 135Özyürek, A., 73, 91

Panther, K. U., 115particle, 91, 92partitive construction, 208passive construction, 144–5

pattern-finding in second languageacquisition, 81–3, 88

Peirce, C. S., 70, 219perceptual event schema, 190perspective and situatedness,

147–50,phantom limbs; see aplasic

phantomsphonaesthemes, 171–4phonics teaching, 43phonology, 113, 163, 171–6, 182, 188,

220, 223phrasal verbs, phrasal verb

constructions, 58, 92, 103phylogeny, 44Piaget, J., B., 32, 75picaresque novel, 126Pinker, S., 68–9plural, 74, 114–15, 120, 154, 188Poeck, K., 34Polish, 188Portuguese, 88post-syllabus, 225Pourcel, S., 68, 78, 101prepositions, 26–7, 38, 58–60, 70,

91, 92, 103–8, 123, 124, 145,148, 155, 155, 157, 163, 171,178–9, 180, 184, 188, 190,196–9, 200, 203

pre-syllabus, 225private speech, 44, 48, 52, 221proceduralisation of language

knowledge, 11–12, 35, 187–8,196, 217, 222, 225

process syllabus, 217–18productivity (in grammar), 179–80,

182, 183, 204, 210, 228proform, 210proprioception, 30, 31–3, 34, 35,

55, 165proprioceptors, 32prototype charts, 211prototype, category prototype,

129–30, 187, 205, 211

Queller, K., 58question and answer routines, 118,

120–1, 168

250 Index

Radden, G., 58, 73, 85, 87, 170, 290,191, 194

radical construction grammar, 212Ramachandran, S. 7, 54Randall, S.A., 214reading intentions, 81–2Reddy, M., 8rehearsal strategies, 44rhyme, 171rhythm and movement, 41–4Richards, I.A., 8Richland, L., 137Ricoeur, P., 8, 9Rizzolatti, G., 33Robinson, P. J, 214Romance (language), 88, 90Rosch, E., see Heider, E. RoschRoth, W.-M., 56Rousseau, Jean-Jacques, 39–40Rudzka-Ostyn, B., 58

Saddam Hussein, 18–19Saffran, J., 82Sag, I., 195Sapir, E., 67–9, 92, 93Satellite-framed languages,

90–2, 100Saunders, B., 77Saussure, F., 7Savignon, S. J., 4Saville-Troike, M., 44scalar adjustment, 112, 123–30schematic meaning, 38, 51, 60, 61, 62,

79, 85, 90, 114, 115, 116, 118,136, 163, 164–5, 170, 172, 174,176, 179–81, 183–4, 193, 197,200, 201, 204, 207, 208, 209, 222,226, 229

Schmid, H.J., 152Schwarz, B., 3science education, 137, 160scope, 112, 119–23, 126, 154Scott, V. M., 214second language acquisition (SLA)

theory, 2–3, 11, 55, 56, 113–17,205–6, 212, 224

Seliger, H.W., 214semantic maps, 211semiotic material, 219

sense relation, 163, 171–6, 174,201, 222

er v estar, 80–1Shweder, R., 77Silent Period, 48Silent Way, 57situational approach, 137–8Skinner, B. F., 1Slobin, D. I., 79Snow, C., 98Snow, M. A., 98social practices, 93, 95, 96, 110Socrates, 29, 31source domain, 37, 75, 186space builders, 73Spanish, 80–1, 88, 90, 91, 82, 144spatial perception, 31–4, 143sports coaching, 51St John, M. J., 139Stafford, B. M., 164Stelma, J., 135Stevens, P., 1Streeck, J., 55structuralism, structuralist

linguistics, 1, 5, 68, 69, 92,161, 172

Stryker, S. B., 51substitution table, 207, 209, 211Swain, M., 213Swales, J., 93symbolic complexes, 11, 177, 180symbolism, linguistic symbolism,

10–11, 14, 52, 69, 70–1, 94–5,115, 161, 178, 183, 185, 187,212, 218–23

syntax, 6–7, 120, 185, 186–7, 201synthetic syllabus, 217–18systemic functional linguistics (SFL),

2, 5–6

Talmy, L., 10, 90, 123, 142,179, 184

target domain, 37, 76Taylor, J. R., 76, 115, 182,

200, 206

Index 251

tense and aspect:future, 57future perfect, 86past continuous, 138, 155past perfect, 85–6past simple, 49, 57, 85–6, 102–3,

108, 137–8, 152–5, 164, 182,188–9, 191–2, 197

present continuous, 49, 228present perfect, 57, 86, 197–8present simple, 42, 108, 115, 164

Terrell, T., 48Thagard, P., 82The Soldier’s Return, 141Thompson, E., 78Thornburg, L. L., 115Thorndike, E. L., 1time lines, 137, 197token, 179–83, 212, 213, 219,

227, 228Tomasello, M., 11, 35, 81–2, 136,

170, 214total physical response (TPR),

48–52, 229Tourelle, L., 243transformational generative

grammar, 6transitive, transitive construction, 7,

11, 115, 143–4, 184, 200, 202,206, 207, 222, 227

Traugott, E., 38Treisman, A., 35truth-conditional semantics,

18–19Turkish, 73, 91Turner, M. 37, 72, 82type, 179–83, 212, 213, 219,

227, 228

Ungerer, F., 152universal grammar (UG), 2–3

usage, 12, 14, 46, 57, 116, 136, 138,175, 177, 181–3, 185, 195, 204,205, 213, 219, 221, 222, 224,226–7, 228, 229

valency, 169Valenzeno, L., 56Van Brakel, J., 77Van Hoof, A-M., 91verb-framed languages, 90–2, 100verbs of manner, 100–1, 102, 229Vilamil, O. S., 135visual perception, 31, 32–3vocabulary teaching and learning, 6,

44, 45, 58, 116, 119–21, 140, 162,163, 165, 174, 211

Waletzky, J., 47Wasow, T., 195Waterman, Ian, 55Watson, J. L., 93, 97Weist, R. M., 213Welzel, M., 56Wernicke, C., 32Whorf, B. L., 67–9, 75, 78, 89, 92, 93Whorfian determinism, 110Widdowson, H. G., 1, 2Wilkins, D., 217Wittgenstein, L., 8Woisetschlaeger, E., 153–4Wong-Fillmore, L., 212

young learners, 42, 88, 137, 173Yu, N., 76Yucatec, 78–9

Zipf, G. K., 222–3Zipf’s law, 222–3