Cognitive Linguistics and Foreign Language Teaching and Learning - Einzelansicht

Funktionen:

Veranstaltungsart	Blockveranstaltung	Veranstaltungsnummer
SWS	2	Semester	WiSe 2017/18
Einrichtung	Institut für Anglistik und Amerikanistik	Sprache	englisch
Weitere Links	comment
Belegungsfrist	04.10.2017 - 10.11.2017 Belegung über PULS

Gruppe 1:

Vormerken: jetzt belegen / abmelden

		Tag	Zeit	Rhythmus	Dauer	Raum	Lehrperson	Ausfall-/Ausweichtermine	Max. Teilnehmer/-innen
	Blockveranstaltung	-	bis	Block	am		Barbosa , Nascimento

Kommentar	Please note: This is a "Blockseminar". The individual sessions will take place in room 1.19.1.16 on the following dates: 19.01 (Friday) – 14:00-18:00 20.01 (Saturday) – 10:00-13:30 26.01 (Friday) – 14:00-18:00 27.01 (Saturday) – 10:00-13:30 02.02 (Friday) – 14:00-18:00 03.02 (Saturday) – 10:00-13:30 Note further that special regulations regarding the attendance may apply for "Blockseminare". The main tenet of Cognitive Linguistics (CL) is that meaning emerges from the interaction between our body and the environment through our sensory-motor system. Thus, meaning is embodied (Lakoff & Johnson, 1999 Gibbs 2005 Johnson, 2007). Besides, language is considered in CL as part of our general cognitive capacity, that is, other types of cognition such as memory, perception and categorisation are also involved in language emergence (Lakoff & Johnson, 1980 [2003] Lakoff, 1987). CL offers not only a set of key concepts but also insights which can be translated into practical foreign language classroom activities and teaching strategies (Bellavia, 2007, Boers & Lindstromberg, 2008 Littlemore, 2009 Reif, 2012). The aim of this course is to introduce key concepts of CL and their relation to Foreign Language Teaching and Learning. Students will have the opportunity to analyse some classroom data and think up strategies to foster teaching and learning.
Literatur	Bellavia, Elena (2007). Erfahrung, Imagination und Sprache: die Bedeutung der Metaphern der Alltagssprache für das Fremdsprachenlernen am Beispiel der deutschen Präpositionen. Giessener Beiträge zur Fremdsprachendidaktik. Tübingen: Gunter Narr. Boers, Frank Lindstromberg, Seth (2008). Cognitive linguistic approaches to teaching vocabulary and phraseology. Berlin/New York: Mouton de Gruyter. Gibbs, Raymond (2005). Embodiment and cognitive science. New York: Cambridge University Press. Johnson, Mark (2007). The meaning of the body: aesthetics of human understanding. Chicago: Cambridge University Press. Lakoff, George (1987). Women, fire and dangerous things: what categories reveal about the mind. Chicago: University of Chicago Press, 1987. Lakoff, George Johnson, Mark (1980[2003]). Metaphors we live by. 2. Ed. Chicago: The University of Chicago Press. Lakoff, George Johnson, Mark (1999). Philosophy in the flesh: the embodied mind and its challenge to western thought. New York: Basic books. Littlemore, Jeannette (2009). Applying cognitive linguistics to second language learning and teaching. Hampshire: Palgrave Macmillan. Reif, Monika (2012). Making Progress Simpler? Applying Cognitive Grammar to Tense-Aspect Teaching. Frankfurt am Main: Peter Lang.

Kommentar

Please note: This is a "Blockseminar". The individual sessions will take place in room 1.19.1.16 on the following dates:

19.01 (Friday) – 14:00-18:00
20.01 (Saturday) – 10:00-13:30
26.01 (Friday) – 14:00-18:00
27.01 (Saturday) – 10:00-13:30
02.02 (Friday) – 14:00-18:00
03.02 (Saturday) – 10:00-13:30

Note further that special regulations regarding the attendance may apply for "Blockseminare".

The main tenet of Cognitive Linguistics (CL) is that meaning emerges from the interaction between our body and the environment through our sensory-motor system. Thus, meaning is embodied (Lakoff & Johnson, 1999 Gibbs 2005 Johnson, 2007). Besides, language is considered in CL as part of our general cognitive capacity, that is, other types of cognition such as memory, perception and categorisation are also involved in language emergence (Lakoff & Johnson, 1980 [2003] Lakoff, 1987). CL offers not only a set of key concepts but also insights which can be translated into practical foreign language classroom activities and teaching strategies (Bellavia, 2007, Boers & Lindstromberg, 2008 Littlemore, 2009 Reif, 2012). The aim of this course is to introduce key concepts of CL and their relation to Foreign Language Teaching and Learning. Students will have the opportunity to analyse some classroom data and think up strategies to foster teaching and learning.

Literatur

Bellavia, Elena (2007). Erfahrung, Imagination und Sprache: die Bedeutung der Metaphern der Alltagssprache für das Fremdsprachenlernen am Beispiel der deutschen Präpositionen. Giessener Beiträge zur Fremdsprachendidaktik. Tübingen: Gunter Narr.
Boers, Frank Lindstromberg, Seth (2008). Cognitive linguistic approaches to teaching vocabulary and phraseology. Berlin/New York: Mouton de Gruyter.
Gibbs, Raymond (2005). Embodiment and cognitive science. New York: Cambridge University Press.
Johnson, Mark (2007). The meaning of the body: aesthetics of human understanding. Chicago: Cambridge University Press.
Lakoff, George (1987). Women, fire and dangerous things: what categories reveal about the mind. Chicago: University of Chicago Press, 1987.
Lakoff, George Johnson, Mark (1980[2003]). Metaphors we live by. 2. Ed. Chicago: The University of Chicago Press.
Lakoff, George Johnson, Mark (1999). Philosophy in the flesh: the embodied mind and its challenge to western thought. New York: Basic books.
Littlemore, Jeannette (2009). Applying cognitive linguistics to second language learning and teaching. Hampshire: Palgrave Macmillan.
Reif, Monika (2012). Making Progress Simpler? Applying Cognitive Grammar to Tense-Aspect Teaching. Frankfurt am Main: Peter Lang.

Strukturbaum

Keine Einordnung ins Vorlesungsverzeichnis vorhanden. Veranstaltung ist aus dem Semester WiSe 2017/18 , Aktuelles Semester: SoSe 2024