Women, Fire, and Dangerous Things Women, Fire, and Dangerous Things
Lakoff's Women, Fire, and Dangerous Things is a treasure trove of linguistic examples and a carefully developed model of cognition argued on the basis of semantics. His experientialism places the human act of cognition in the center; his brilliantly presented result is that cognition is vitally dependent on metaphor, which he defines as a mapping of conceptual structures from one domain onto another--a result of particular relevance to literature.
Added by: odiloncorrea | Karma: 137.19 | Only for teachers, Linguistics | 8 September 2010
11
Action Meets Word: How Children Learn Verbs
Although there has been a surge in our understanding of children's vocabulary growth, theories of word learning lack a primary focus on verbs and adjectives. Researchers throughout the world recognize how our understanding of language acquisition can be at best partial if we cannot comprehend how verbs are learned. This volume represents a proliferation of research on the frontier of early verb learning, enhancing our understanding of the building blocks of language and considering new ways to assess key aspects of language growth.
Added by: Maria | Karma: 3098.81 | Only for teachers, Linguistics | 7 September 2010
33
Listening is a skill which deserves equal treatment with the other basic skills of speaking, reading, and writing. Second Language Listening combines up-to-date listening theory with case studies of actual pedagogical practice. The authors describe current models of listening theory and exemplify each with a textbook task. They address the role of technology in teaching listening, questioning techniques, and testing. Second Language Listening is designed to be used with both pre-service and in-service teachers who are involved in the teaching of listening or the design of pedagogic materials for listening.
From accents to politics, this fascinating collection of essays from today's leading linguists uncovers the many misconceptions we hold about language "The media are ruining English"; "Some languages are harder than others"; "Children can't speak or write properly anymore." Such pieces of "cultural wisdom" are often expressed in newspapers and on radio and television. Rarely is there a response from experts in the fields of language and language development.
