|
|
|
|
| LEADER |
00000cam a2200000Mu 4500 |
| 001 |
ocn476196959 |
| 003 |
OCoLC |
| 005 |
20240504213016.0 |
| 006 |
m o d |
| 007 |
cr mn|---||||| |
| 008 |
091207s2008 gw o 000 0 eng d |
| 040 |
|
|
|a EBLCP
|b eng
|e pn
|c EBLCP
|d OCLCQ
|d DEBBG
|d IDEBK
|d OCLCQ
|d ZCU
|d XFH
|d OCLCQ
|d MERUC
|d OCLCQ
|d OCLCO
|d OCLCF
|d ICG
|d AU@
|d OCLCQ
|d DKC
|d OCLCQ
|d OCLCO
|d OCLCQ
|d OCLCO
|d OCLCL
|
| 019 |
|
|
|a 816312891
|a 994596752
|
| 020 |
|
|
|a 9783110199161
|q (electronic bk.)
|
| 020 |
|
|
|a 3110199165
|q (electronic bk.)
|
| 020 |
|
|
|a 1282194690
|
| 020 |
|
|
|a 9781282194694
|
| 020 |
|
|
|a 3110196301
|
| 020 |
|
|
|a 9783110196306
|
| 035 |
|
|
|a (OCoLC)476196959
|z (OCoLC)816312891
|z (OCoLC)994596752
|
| 050 |
|
4 |
|a P53.9.C64 2008
|
| 072 |
|
7 |
|a CFB
|2 bicssc
|
| 049 |
|
|
|a HCDD
|
| 100 |
1 |
|
|a Boers, Frank.
|
| 245 |
1 |
0 |
|a Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology.
|
| 260 |
|
|
|a Berlin :
|b Walter de Gruyter,
|c 2008.
|
| 300 |
|
|
|a 1 online resource (408 pages)
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a computer
|b c
|2 rdamedia
|
| 338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
| 490 |
1 |
|
|a Applications of Cognitive Linguistics, v. 6
|
| 520 |
|
|
|a Mastering the vocabulary of a foreign language is one of the most daunting tasks that language learners face. The immensity of the task is underscored by the realisation that it is not only single words but also numerous standardised phrases (idioms, collocations, etc.) that need to be acquired. There is thus a clear need for instructional methods that help learners tackle this task, and yet few proposals for vocabulary instruction have so far gone beyond techniques for rote-learning and familiar means of promoting of noticing. The reason for this is that vocabulary and phraseology have long b.
|
| 588 |
0 |
|
|a Print version record.
|
| 505 |
0 |
|
|a Frontmatter; Table of contents; How cognitive linguistics can foster effective vocabulary teaching; Using conceptual metaphors and metonymies in vocabulary teaching; Conceptual metaphoric meaning clues in two idiom presentation methods; How cognitive linguistic motivations influence the learning of phrasal verbs; A discovery approach to figurative language learning with the use of corpora; Variables in the mnemonic effectiveness of pictorial elucidation; Reasoning figuratively in early EFL: Some implications for the development of vocabulary.
|
| 505 |
8 |
|
|a Translating the senses: Teaching the metaphors in winespeakWhat bilingual word associations can tell us; Factors which influence the process of collocation; The notion of boundedness/unboundedness in the foreign language classroom; Structural elaboration by the sound (and feel) of it; A quantitative comparison of the English and Spanish repertoires of figurative idioms; From empirical findings to pedagogical practice; Backmatter.
|
| 546 |
|
|
|a English.
|
| 650 |
|
0 |
|a Language and languages
|x Study and teaching.
|
| 650 |
|
0 |
|a Vocabulary
|x Study and teaching.
|
| 650 |
|
0 |
|a Phraseology
|x Study and teaching.
|
| 650 |
|
7 |
|a Language and languages
|x Study and teaching
|2 fast
|
| 650 |
|
7 |
|a Vocabulary
|x Study and teaching
|2 fast
|
| 700 |
1 |
|
|a Lindstromberg, Seth.
|
| 758 |
|
|
|i has work:
|a Cognitive linguistic approaches to teaching vocabulary and phraseology (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGbchm99WCGpGW9WG6f7wP
|4 https://id.oclc.org/worldcat/ontology/hasWork
|
| 776 |
1 |
|
|z 9783110196306
|
| 830 |
|
0 |
|a Applications of Cognitive Linguistics, v. 6.
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=364663
|y Click for online access
|
| 903 |
|
|
|a EBC-AC
|
| 994 |
|
|
|a 92
|b HCD
|