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This is the first book that deals primarily with vocabulary
learning strategies as a specific and integral subgroup of language
learning strategies. Its aim is to define the concept of language
learning strategies in general and their features on the basis of
cognitive theory and relevant models of second language acquisition
as the basis for empirical research. Furthermore, the book gives a
survey of relevant research on vocabulary learning strategies and
describes three original empirical studies. Thus, the book
integrates the approaches of theories of second language
acquisition, the theory and practice of instructed foreign (second)
language learning, and the findings of current empirical research.
All human activity takes place in space and time in one way or
another, which is consequently reflected in our language. We not
only talk about space and time but also cannot but ground our
linguistic activity in space and time. Furthermore, space and time
are closely, although asymmetrically, related in our experience and
we often think and talk about one in terms of the other.
Specifically, time is conceived in terms of space far more
frequently than vice versa. The volume contains a selection of
essays that are revised versions of papers presented at the 23rd
annual conference of the Croatian Applied Linguistics Society
(CALS), entitled "Space and Time in Language: Language in Space and
Time", which took place from 21 to 23 May 2009 in Osijek (Croatia).
The present volume contains a selection of papers presented at the
conference Cognitive Approaches to English, an international event
organized to mark the 30th anniversary of English studies at the
Faculty of Philosophy, Josip Juraj Strossmayer University, Osijek,
which was held in Osijek on October 18-19, 2007. The participants
were invited to discuss issues in cognitive accounts of English,
ranging from fundamental to methodological to interdisciplinary and
applied. The volume is accordingly divided into four parts. Part I,
Motivation in grammar, deals with various phenomena in the grammar
of English in the broadest sense of the term, all of which are
shown to be motivated by metaphorical and/or metonymic operations.
Part II, Constructing meaning (between grammar and lexicon),
contains five chapters dealing with phenomena ranging from various
peculiarities of form-meaning pairings (such as synonymy, polysemy,
and figurative meanings) to concept formation. The four chapters
that make up Part III are concerned with the phenomenon of
interlinguistic and intercultural variation in the use of
metaphorical and metonymic processes. The volume is concluded by
Part IV, the three papers of which attempt to reconsider some TEFL
issues from a cognitive linguistic point of view.
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