Re-Constructing Meaning:
Cognitive Linguistics in the Second Language Classroom

Organisatoren: Susanne Niemeier, Constanze Juchem-Grundmann

Kontakt-Email: niemeier AT uni-koblenz.de

Language learning and teaching inspired by Cognitive Linguistics focuses mainly on the systematic elements in language that have not been appropriately captured by the pedagogical grammars which underlie current language teaching textbooks and materials. Cognitive Linguistics may be able to provide a coherent, unified account of how many lexical and grammatical constructions work, and how varying uses of these forms are systematically related to one another. Thus, Cognitive Linguistics may encourage more meaningful learning, giving insight into the conceptual principles that may give rise to different forms and expressions.

Language is best learned in communicative contexts. Linguistic meaning is not referential and objective, but subjective, dynamic, flexible, encyclopaedic, and usage based. Since language is understood to reflect conceptualization, language is all about meaning. Not only words and expressions but also the grammar of a language reflects conceptualization and is therefore meaningful.

Considering the rise in number of new publications on Cognitive Linguistics as applied to instructed L2 learning, we would like to share and discuss ideas and experiences and furthermore show that a Cognitive Linguistic approach to language is in line with modern strands of education-oriented applied linguistics and especially useful to second language pedagogy.

Contact addresses: niemeier@uni-koblenz.de and cjuchem@uni-koblenz.de

Programm

Sprecher	Titel	Abstract
Reyes Llopis García (RWTH Aachen University)	Operational Grammar: Cognitive Teaching of Spanish Mood in the FL Classroom	(pdf)
Marjolijn Verspoor & Wander Lowie (Groningen, Netherlands)	A conceptual approach to the English lexicon	(pdf)
Constanze Juchem-Grundmann (Koblenz, Germany)	Teach concepts not expressions: Cognitive metaphor theory in the second language classroom	(pdf)
Alberto Hijazo Gascón (Zaragoza, Spain)	Metaphors as language learning strategies. Metaphors for Emotions in Class: Lust in English and Spanish	(pdf)
Sabine De Knop (Brussels, Belgium)	Conceptualisation and case-marking of abstract motion events in German or why do Germans wish `einen guten Rutsch ins Neue Jahr` on New Year`s eve?	(pdf)
(...)	Discussion