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Acknowledgements
The editors would like to express their gratitude to all the contributors to
this volume, not only for letting us have their excellent work, but also for
tolerating the sometimes substantial cuts that we had to make in their
original papers. This could easily have been a 600-page volume. We would
also like to thank several of the contributors, Sophia Skoufaki in particular,
for their comments on an early draft of our introductory chapter. We are
especially indebted to Michel Achard for his guidance and his fantastically
detailed feedback on multiple drafts of our book manuscript. We can only
imagine how much time Michel invested in this project behind the scenes.
We are also grateful to René Dirven for setting the wheels in motion by
inviting us to submit a book proposal.
Table of contents
Acknowledgements v
List of contributors ix
Opening chapter
How cognitive linguistics can foster effective vocabulary
teaching 1
Frank Boers and Seth Lindstromberg
Part one: Refining the empirical evidence
Using conceptual metaphors and metonymies in vocabulary
teaching 65
Márta Beréndi, Szilvia Csábi and Zoltán Kövecses
Conceptual metaphoric meaning clues in two idiom presentation
methods 101
Sophia Skoufaki
How cognitive linguistic motivations influence the learning of
phrasal verbs 133
Nora Condon
A discovery approach to figurative language learning with the use
of corpora 159
Fiona MacArthur and Jeannette Littlemore
Variables in the mnemonic effectiveness of pictorial elucidation 189
Frank Boers, Seth Lindstromberg, Jeannette Littlemore,
Hélène Stengers and June Eyckmans
viii Table of contents
Part two: Broadening the scope
Reasoning figuratively in early EFL: Some implications for the
development of vocabulary 219
Ana María Piquer Píriz
Translating the senses: Teaching the metaphors in winespeak 241
Rosario Caballero and Ernesto Suárez-Toste
What bilingual word associations can tell us 261
Marjolijn H. Verspoor
Factors which influence the process of collocation 291
Crayton Walker
The notion of boundedness/unboundedness in the foreign language
classroom 309
Susanne Niemeier
Structural elaboration by the sound (and feel) of it 329
Frank Boers and Seth Lindstromberg
A quantitative comparison of the English and Spanish repertoires of
figurative idioms 355
Frank Boers and Hélène Stengers
Closing chapter
From empirical findings to pedagogical practice 375
Frank Boers and Seth Lindstromberg
Subject index 395
List of contributors
Beréndi, Márta Kövecses, Zoltán
Janos Kodolanyi University ELTE University
College, Szekesfehervar Budapest
Hungary Hungary
[email protected] [email protected]
Boers, Frank Lindstromberg, Seth
Erasmus University College Hilderstone College, Broadstairs
Brussels & Antwerp University United Kingdom
Belgium [email protected]
[email protected]
Littlemore, Jeannette
Caballero Rodriguez, Maria del University of Birmingham
Rosario United Kingdom
University of Castilla-La Mancha [email protected]
Spain
[email protected]@uclm.es MacArthur, Fiona
University of Extremadura
Condon, Nora Spain
Université Catholique de [email protected]
Louvain-la-neuve-
Belgium Niemeier, Susanne
[email protected] University of Koblenz
Germany
Csábi, Szilvia [email protected]
ELTE University
Budapest Piquer Píriz, Ana María
Hungary University of Extremadura
[email protected] Spain
[email protected]
Eyckmans, June
Erasmus University College Skoufaki, Sophia
Brussels University of Greenwich
Belgium & The Open University
[email protected] United Kingdom
[email protected]
Description: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. The
