德古意特认知语言学研究丛书

出版说明

认知语言学是语言学的一门重要分支学科，自20世纪80年代诞生以来，受到了国际和国内学界的广泛关注。近年来，外教社陆续推出了一系列相关丛书，集中体现了国际、国内的优质研究成果。其中“国际认知语言学经典论丛”收入了Ronald Langacker、 Leonard Talmy、 Dirk Geeraerts等国际认知语言学领域顶尖学者的经典作品；“外教社认知语言学丛书•普及系列”、“外教社认知语言学丛书•应用系列”则体现了国内学界的最新研究成果。这些丛书因内容权威、见解独到受到了外语界的广泛好评。

在过去几十年中，中国认知语言学研究从最初萌芽到蓬勃发展，逐步走向成熟，形成了系统化、多元化的研究格局，跨学科领域的理论及应用研究都取得了长足进步。为进一步拓宽国内认知语言学研究的视野，方便国内读者查阅和借鉴相关研究成果，我们特地从德古意特出版社近年推出的相关学术图书中精选了7种，组成“德古意特认知语言学研究丛书”，引进出版。丛书汇集了Ronald Langacker、Dirk Geeraerts、René Dirven、Martin Pütz等多位国际认知语言学界权威编著的力作，其中既有关于认知语言学基本理论的必读经典，也有认知语言学与语言习得、语言教学、社会语言学等领域的融合研究，视野广泛，观点新颖，方法多元，文献丰富。

相信本套丛书可帮助广大认知语言学的研习者深入了解认知语言学的理论，把握认知语言学的研究热点和发展趋势，开拓多元化的研究方法与思路，进一步推动我国认知语言学研究的长远发展。

德古意特认知语言学研究丛书

《心智与社会中的意义：功能视角下认知语言学的社会转向》

Meaning in Mind and Society: A Functional Contribution to the Social Turn in Cognitive Linguistics

Peter Harder 著

《应用认知语言学（1）：理论与语言习得》

Applied Cognitive Linguistics I: Theory and Language Acquisition

Martin Pütz 等 编

《应用认知语言学（2）：语言教学法》

Applied Cognitive Linguistics II: Language Pedagogy

Martin Pütz 等 编

《空间、时间与语言运用关系研究》

Space, Time, and the Use of Language

Thora Tenbrink 著

《认知社会语言学研究：语言变体、文化模式和社会系统》

Cognitive Sociolinguistics: Language Variation, Cultural Models, Social System

Gitte Kristiansen 等 编

《认知语法探索》

Investigations in Cognitive Grammar

Ronald W. Langacker 著

《认知语言学：基础读本》

Cognitive Linguistics: Basic Readings

Dirk Geeraerts 编

本书简介

Volume 1 is concerned with the interaction between language, cognition and acquisition in general (first and second language acquisition). The papers in this volume have been arranged according to three major strings, namely (i) cognitive approaches to the English tense system; (ii) facets of prototypes in grammatical constructions; and (iii) neurocognitive and cognitive issues of language acquisition in general.

Volume 2 focuses on second or foreign language learning and its pedagogy. The contributions in this volume approach language pedagogy in various ways, each of which highlights different aspects in which CL theory may be useful when applied to foreign language instruction. It is striking that various papers deal with some of the most intractable problems in foreign language learning, such as phrasal verbs, idiomatic expressions, phraseology, metaphor and word derivation. Almost all the papers in the present volume deal with idiomatic layers in the languages.

本书目录

Volume I

Acknowledgements

List of Contributors

Introduction

Martin Pütz, René Dirven and Susanne Niemeier

Section 1: Cognitive approaches to the English tense system

Cognitive linguistics, language pedagogy, and the English present tense

Ronald W. Langacker

Pretend play: trial ground for the simple present

Jenny Cook-Gumperz and Amy Kyratzis

The relation between experience, conceptual structure and meaning: non-temporal uses of tense and language teaching

Andrea Tyler and Vyvyan Evans

Section 2: Facets of prototypes in grammatical constructions

Grammatical constructions and their discourse origins: prototype or family resemblance?

Paul J. Hopper

Transitivity parameter and prominence typology a cross-linguistic study

Sang Hwan Seong

Section 3: Neurocognitive and cognitive issues of language acquisition in general

Learning syntax — a neurocognitive approach

Sydney M. Lamb

Conceptual primes in early language development

Cliff Goddard

No preposition required. The role of prepositions for the understanding of spatial relations in language acquisition

Katharina J Rohlfing

The Graded Salience Hypothesis’ in second language acquisition

Istvan Kecskes

Subject Index

Volume II

Acknowledgements

List of Contributors

Introduction

René Dirven, Susanne Niemeier and Martin Pütz

Section 1: Bottom-up approaches: Phrasal verbs and phraseological expressions

English Phrasal verbs: theory and didactic application

René Dirven

Teaching English phrasal verbs: a cognitive approach

Andrzej Kurtyka

A usage-based approach to modeling and teaching the phrasal lexicon

Kurt Queller

Section 2: Top-down approaches: Metaphor and idiom study

A cognitive linguistic view of learning idioms in an FLT context

Zoltán Kövecses

On the systematic contrastive analysis of conceptual metaphors case studies and Proposed methodology

Antonio Barcelona

Section 3: Systematical order instead of chaos in morphology and lexis

A conceptual analysis of English -er nominals

Klaus-Uwe Panther and Linda L. Thornburg

Basicness and conceptual hierarchies in foreign language learning: a corpus-based study

Friedrich Ungerer

Section 4: Cultural models in education

The African cultural model of community in English language instruction in Cameroon: the need for more systematicity

Hans-Georg Wolf and Augustin Simo Bobda

Subject Index

本文内容来自《应用认知语言学（1）：理论与语言习得》《应用认知语言学（2）：语言教学法》。

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