Cognitive Linguistics and Japanese Pedagogy: A Usage-Based Approach to Language Learning and Instruction

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Cognitive Linguistics and Japanese Pedagogy

A Usage-Based Approach to Language Learning and Instruction

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Language: English

Published/Copyright: 2018

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This book is in the series

Volume 35 | Applications of Cognitive Linguistics [ACL]

About this book

This volume, grounded on usage-based models of language, is an edited collection of empirical research examining how cognitive linguistics can advance Japanese pedagogy. Each chapter presents an acquisition or classroom study which focuses on challenging features and leads instructors and researchers into new realms of analysis by showing innovative views and practices resulting in better understanding and improved L2 learning of Japanese.

Author / Editor information

Kyoko Masuda, Georgia Institute of Technology, Atlanta, GA, USA.

Topics

Linguistics and Semiotics Theoretical Frameworks and Disciplines General Linguistics

Publicly Available

Frontmatter
i

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Acknowledgements
v
Kyoko Masuda

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Table of contents
vii

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List of contributors
ix

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Preface
1
Michel Achard

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1. Advancing cognitive linguistic approaches to Japanese language learning and instruction
5
Kyoko Masuda

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I. Usage-based and schema-based approaches to language learning and instruction
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2. Item-based patterns in second vs. first language learners’ use of Japanese polysemous particles, ni, de and kara
31
Kaori Kabata

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3. The second language acquisition of challenging Japanese locative particles, ni and de: A usage-based and discourse approach
63
Kyoko Masuda

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4. Characterizing learners’ use of passive through constructions: A corpus-driven approach
99
Sanako Mitsugi

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5. A usage-based approach to presenting the polysemous particles ni and de in JFL instruction
129
Kyoko Masuda and Angela Labarca

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6. A comparative study of the efficacy of using image schema-based versus rule-based instruction in presenting the Japanese particles ga, o and ni with instructional videos
165
Dizhong Fang and Shingo Imai

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II. Prototype approaches to language learning and instruction
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7. L2 acquisition of the Japanese verbal hedge omou: A prototype approach
199
Tomoko Hotta and Kaoru Horie

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8. The effect of form-focused instruction on L2 acquisition of Japanese imperfective -teiru using prototype and traditional approaches
225
Yumiko Nishi

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9. How to effectively teach the polysemous Japanese particle de in the classroom: Assessing the Projection Model in semantics
265
Takako Akiha and Yasuhiro Shirai

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III. Towards better integration of cognitive linguistics and language pedagogy
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10. Future directions for informed language pedagogy from cognitive linguistics and sociocultural theory
305
Amy Ohta and Kyoko Masuda

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Author index
323

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Subject index
328

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Publishing information

Pages and Images/Illustrations in book

eBook published on:

February 19, 2018

eBook ISBN:

9783110456554

Hardcover published on:

February 19, 2018

Hardcover ISBN:

9783110454000

Pages and Images/Illustrations in book

Front matter:

9

Main content:

331

https://doi.org/10.1515/9783110456554

eBook ISBN: 9783110456554

Hardcover ISBN: 9783110454000

Keywords for this book

Cognitive Linguistics; Japanese Pedagogy; Polysemous Particles; Corpus Study

Audience(s) for this book

Language Instructors, Supervisors involved in Japanese Pedagogy, Professors, Graduate Students

Safety & product resources

Manufacturer information:
Walter de Gruyter GmbH
Genthiner Straße 13
10785 Berlin
productsafety@degruyterbrill.com

Cognitive Linguistics and Japanese Pedagogy

Overview

About this book

Author / Editor information

Topics

Table of contents

Frontmatter

Acknowledgements

Table of contents

List of contributors

Preface

1. Advancing cognitive linguistic approaches to Japanese language learning and instruction

2. Item-based patterns in second vs. first language learners’ use of Japanese polysemous particles, ni, de and kara

3. The second language acquisition of challenging Japanese locative particles, ni and de: A usage-based and discourse approach

4. Characterizing learners’ use of passive through constructions: A corpus-driven approach

5. A usage-based approach to presenting the polysemous particles ni and de in JFL instruction

6. A comparative study of the efficacy of using image schema-based versus rule-based instruction in presenting the Japanese particles ga, o and ni with instructional videos

7. L2 acquisition of the Japanese verbal hedge omou: A prototype approach

8. The effect of form-focused instruction on L2 acquisition of Japanese imperfective -teiru using prototype and traditional approaches

9. How to effectively teach the polysemous Japanese particle de in the classroom: Assessing the Projection Model in semantics

10. Future directions for informed language pedagogy from cognitive linguistics and sociocultural theory

Author index

Subject index

Bibliographic data