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001476236 001__ 1476236
001476236 003__ OCoLC
001476236 005__ 20231003174639.0
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001476236 0247_ $$a10.1007/978-981-99-3921-3$$2doi
001476236 035__ $$aSP(OCoLC)1395183195
001476236 040__ $$aEBLCP$$beng$$cEBLCP$$dYDX$$dGW5XE$$dEBLCP
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001476236 049__ $$aISEA
001476236 050_4 $$aPE1128.A2
001476236 08204 $$a428.0071051$$223/eng/20230831
001476236 1001_ $$aLopez-Ozieblo, Renia.
001476236 24510 $$aTheory and practice from a cognitive perspective :$$bteaching English in greater China /$$cRenia Lopez-Ozieblo.
001476236 260__ $$aSingapore :$$bSpringer,$$c2023.
001476236 300__ $$a1 online resource (xv, 220 pages) :$$billustrations (some color)
001476236 500__ $$aDescription based upon print version of record.
001476236 5050_ $$aIntro -- Foreword -- Acknowledgements -- Contents -- About the Author -- Part I Teaching World English as a Second Language -- 1 Introduction -- 1.1 Objective and Contents -- 1.2 Concluding Thoughts -- References -- 2 The English We Teach and How We Taught It -- 2.1 Introduction -- 2.2 Englishes -- 2.3 Teaching English in the Chinese Context -- 2.4 How We Taught English (and Other Languages) -- 2.5 Concluding Thoughts -- References -- 3 How We Learn-Learning and Cognition -- 3.1 Introduction -- 3.2 Memory -- 3.2.1 Declarative and Procedural Memory -- 3.3 Aptitude -- 3.4 Motivation
001476236 5058_ $$a3.5 Attention -- 3.6 Affect and Personality -- 3.6.1 Personality -- 3.6.2 Personality and Learning Strategies -- 3.7 Concluding Thoughts -- References -- 4 How We Teach-Usage-Based Methods -- 4.1 Introduction -- 4.2 Task Based Language Teaching (and Learning) -- 4.3 Task Preparation -- 4.4 Deductive Versus Inductive Teaching -- 4.4.1 Deductive Teaching -- 4.4.2 Inductive Teaching -- 4.4.3 Mixing the Two -- 4.5 Concluding Thoughts -- References -- Part II A Cognitive Linguistics Teaching Approach -- 5 Introduction -- 5.1 Cognition -- 5.2 Embodiment -- 5.3 Usage-Based
001476236 5058_ $$a5.4 Cognitive Linguistics in the Second Language Classroom -- References -- 6 Embodied Learning (and Teaching) -- 6.1 Introduction -- 6.1.1 Non-Communicative Gestures -- 6.2 Teaching Embodied Beings -- 6.2.1 Teachers' Gestures -- 6.2.2 Students' Gestures -- 6.3 Concluding Thoughts -- References -- 7 Teaching Vocabulary with Cognition in Mind -- 7.1 Introduction -- 7.2 Chunks -- 7.3 Metaphors -- 7.4 Similes -- 7.5 Metonyms -- 7.6 Phrasal Verbs -- 7.7 Frames and Pragmatics -- 7.8 Concluding Thoughts -- References -- 8 Teaching Usage-Based Grammar: Construal -- 8.1 Introduction
001476236 5058_ $$a8.2 Perception and Viewpoint -- 8.2.1 Deixis -- 8.3 Attention: Ground and Figure -- 8.4 Perspective -- 8.5 Forces and modality -- 8.6 Concluding Thoughts -- References -- Part III Integrating Theory and Practice -- 9 Planning It All -- 9.1 Introduction -- 9.2 Planning -- 9.3 Structuring the lesson -- 9.4 The space -- 9.4.1 Grouping Students -- 9.5 Concluding Thoughts -- References -- 10 Lesson Plans -- 10.1 Introduction -- 10.2 Lesson Plan I: Leisure "Inactivities"-Or How to Relax and Do Nothing -- 10.3 Lesson Plan II: The Story of Nian -- 10.4 Lesson Plan III: Metaphors
001476236 5058_ $$a10.5 Lesson Plan IV: Festivals -- 10.6 Lesson Plan V: Restaurants -- 10.7 Lesson Plan VI: The Future: Will -- 10.8 Lesson Plan VII: Health Advice -- Lesson Plan I: Leisure Inactivities-Or How to Relax and Do Nothing -- Lesson Plan II: The Story of Nian (Additional Documents) -- Lesson Plan III: Metaphors -- Lesson Plan IV: Festivals -- Lesson Plan V Restaurants -- Lesson Plan VI: The future-will -- Lesson Plan VII: Health Advice -- References -- Key Points, Conclusions and Further Reading -- Key Points -- Conclusions -- Further Reading -- Reference -- Index
001476236 506__ $$aAccess limited to authorized users.
001476236 520__ $$aThis book is intended as a theoretical and practical resource for both new and experienced teachers of a second language. It integrates some of the ideas from cognitive linguistics into existing classroom approaches for teaching English as a second language through a series of lesson plans developed by teachers of English from Mainland China and Hong Kong. The lesson plans provide step-by-step instructions for teachers, including resources and an explanation of the theories underpinning each step. These plans, many of which are integrated into specific English as a foreign language textbook units, encourage teachers to be creative by adding or adapting the material they have in order to engage their students. Although the main audience is English teachers, the theoretical principles covered are applicable to teachers of any foreign language and the practical examples, provided in the lesson plans, can be easily modified to teach other languages as well. Similarly, it is not just for teachers working in Chinese contexts but for anyone interested in embodied cognition as a teaching approach. I intend these pages to serve as a companion for teachers to reflect on their existing practices, to provide new ideas and to make them aware of the many factors affecting learning.
001476236 650_0 $$aEnglish language$$xStudy and teaching$$zChina.
001476236 650_0 $$aEnglish language$$xStudy and teaching$$xChinese speakers.
001476236 655_0 $$aElectronic books.
001476236 77608 $$iPrint version:$$aLopez-Ozieblo, Renia$$tTheory and Practice from a Cognitive Perspective$$dSingapore : Springer,c2023$$z9789819939206
001476236 852__ $$bebk
001476236 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-99-3921-3$$zOnline Access$$91397441.1
001476236 909CO $$ooai:library.usi.edu:1476236$$pGLOBAL_SET
001476236 980__ $$aBIB
001476236 980__ $$aEBOOK
001476236 982__ $$aEbook
001476236 983__ $$aOnline
001476236 994__ $$a92$$bISE