Read or Download Annals of Pure and Applied Logic, Volume 152, Issues 1-3, Pages 1-180 (March 2008) PDF
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Extra resources for Annals of Pure and Applied Logic, Volume 152, Issues 1-3, Pages 1-180 (March 2008)
G. g. g. 3). Learning an etymology in any of the above senses involves seeing enhanced meaning in or behind a lexical form, whether the form is newly met or very familiar. g. Corson 1997) and (b) in dictionaries. ) While the literature of applied linguistics includes surprisingly few empirical studies relevant to the issue of a sustained focus on etymology in FL learning, such results as there are seem encouraging (Corson 1997; Sandra 1997). In non-empirical articles written by or for FL teachers, the benefits of working with etymology are typically portrayed as being fairly restricted in scope (but see Christiansen  for a more sanguine view).
G. throw in the towel with boxing) and this can lead on to comparative exploration. g. keep a tight rein on someone) – may prove to be an important factor in pedagogical effectiveness (Boers 2004). 3. Evidence of the pedagogical effectiveness of presenting vocabulary as motivated A number of education-oriented cognitive linguists have called for the adoption of CL insights in FLT (Athanasiadou 2004; Baker 1998; Boers and Lindstromberg 2006; Deignan, Gabrys, and Solska 1997; Dirven 2001; Hannan 1998; Holme 2001; Lazar 1996; Lindstromberg 1991, 1996, 2001b,c,d, 2002; Lindstromberg and Boers 2005a; Littlemore 2001, 2004, 2005; Littlemore and Low 2006; MacLennan 1994; Ponterotto 1994; Rundell 2001,2002, 2005; Scott 1994; Stengers et al.
G. pointing out to Dutch or English learners of the other language that Dutch wig and English wedge are cognates (Moss  found that university level Spanish learners of English were very poor at unaided recognition of Spanish-English cognates). Here, the idea is to prompt learners toward relating the semantic and phonological poles of L2 constructions to the semantic and phonological poles of corresponding L1 constructions. g. that English deer used to mean ‘animal’, information which might help an English speaker remember the Dutch cognate dier ‘animal’; 3) Breaking words down into meaningful affixes and roots.