"Language Learning, Discourse and Cognition: Studies in the tradition of Andrea Tyler comprises a collection of original empirically and theoretically motivated studies at the nexus of discourse analysis, cognitive linguistics and second language learning. The thematic relationships between these subfields and links between the studies are laid out in introductory and concluding chapters. This edited volume is intended for both researchers and taught graduates in linguistics and second language learning and teaching"--.

• Language Learning, Discourse and Cognition
• Editorial page
• Title page
• Copyright page
• Table of contents
• List of contributors
• Acknowledgements
• Introduction. Discourse and cognitive perspectives on language learning
  • Part I. Discourse perspectives
  • Part II. Cognitive perspectives
  • Part III. Applications to L2 teaching and learning
  • References
• Part I. Discourse perspectives
  • Chapter 1. Culture, gender, ethnicity, identity in discourse: Exploring cross-cultural communicative competence in American university contexts
    • 1. Introduction
    • 2. Methodology and data
    • 3. The first role-play
      • 3.1 The first enactment of the first role-play
      • 3.2 Guided feedback on the first enactment
      • 3.3 The second enactment of the first role-play
      • 3.4 Immediate guided feedback after second enactment of first role-play
      • 3.5 Discussion of the first role-play
    • 4. The second role-play
      • 4.1 Discussion of the second role-play
    • 5. The reverse role-plays
      • 5.1 Reverse role-play with Chinese TA playing role of student
      • 5.2 Immediate feedback on reverse role-play with Chinese ITA playing role of student
      • 5.3 Reverse role-play with American student playing Chinese student role
      • 5.4 Immediate feedback on reverse role-play with American student playing Chinese student role
    • 6. Conclusions
    • Acknowledgements
    • References
  • Chapter 2. Discourse management strategies revisited: Building on Tyler’s early insights regarding international teaching assistant comprehensibility
    • 1. Introduction
    • 2. Theoretical assumptions
    • 3. Tyler’s early work on discourse management strategies of ITAs
      • 3.1 Repetition
      • 3.2 Discourse markers
    • 4. Methodology
      • 4.1 Data collection
      • 4.2 Data analysis
    • 5. Analysis and discussion
      • 5.1 Repetition
      • 5.2 Discourse markers
    • 6. Limitations
    • 7. Recommendations for future research
    • 8. Implications for ITA training
    • 9. Conclusion
    • References
  • Chapter 3. Senior confessions: Narratives of self-disclosure
    • 1. Introduction
    • 2. Method and data
    • 3. Literature review
    • 4. The study
      • 4.1 Out of “wedlock”
      • 4.2 The “good old days”
      • 4.3 Neglectful parenting
      • 4.4 All work and no play
      • 4.5 Skirting the law
    • 5. Discussion
      • 5.1 Humor
      • 5.2 Gender differences
    • 6. Conclusion
    • References
• Part II. Cognitive perspectives
  • Chapter 4. The speech went on (and on) as Kerry dozed off (*and off): A conceptual grammar approach to on and off
    • 1. Introduction
    • 2. Literature review: Prepositions, phrasal verbs and adverbs
      • 2.1 Prepositions: From space to time and more abstract concepts
      • 2.2 Phrasal verbs and adverbs
      • 2.3 The case of on and off
    • 3. Challenges for L2 teachers and learners
    • 4. Alternate analytic perspectives: Corpus, discourse analysis, and cognitive linguistics: Prepositions, phrasal verbs, adverbs on and off
      • 4.1 Procedures
    • 5. The graphic/conceptual system
      • 5.1 The primary components of the conceptual system, in graphics
    • 6. Conclusion and pedagogical implications
    • References
  • Chapter 5. The role of embodiment in the semantic analysis of phrasal verbs: A corpus-based study
    • 1. Introduction
    • 2. Literature review
    • 3. Analysis
      • 3.1 Spatial particles of the vertical axis
      • 3.2 Spatial particles with bounded LMs
      • 3.3 Spatial particles of orientation
    • 4. Infrequent verb-particle constructions
    • 5. Conclusion
    • References
  • Chapter 6. Synesthetic metaphors of sound: An analysis of the semantics of English and Japanese adjectives
    • 1. Introduction
    • 2. Metaphor
      • 2.1 Conceptual metaphor theory
      • 2.2 Synesthetic metaphor
      • 2.3 Synesthetic metaphor of sound: pitch is vertical scale
      • 2.4 Research questions
    • 3. Study I: An analysis of motivations for synesthetic metaphors of sound based on dictionary definitions and questionnaire responses
      • 3.1 Synesthetic adjectives
      • 3.2 Motivations for the synesthetic metaphors of sound
    • 4. Study II: Corpus analysis to investigate the use of synesthetic adjectives
      • 4.1 Methodology
      • 4.2 Individual meanings of synesthetic adjectives
      • 4.3 Overall tendencies of synesthetic adjectives
    • 5. Study III: Experiment to investigate the relationships between sound qualities and synesthetic adjectives
      • 5.1 Methodology
      • 5.2 Results and discussion
      • 5.3 Summary
    • 6. Answers to research questions
    • 7. Conclusion
    • Acknowledgements
    • References
    • Dictionaries
    • Corpora
    • Appendix A
  • Chapter 7. Conceptual vs. inter-lexical polysemy: An LCCM theory approach
    • 1. Introduction
    • 2. Parametric vs. analogue concepts
    • 3. Towards an account of meaning construction
      • 3.1 LCCM Theory
      • 3.2 The cognitive model profile
    • 4. Conceptual polysemy
    • 5. Inter-lexical polysemy
      • 5.1 ‘State’ lexical concepts for in
      • 5.2 Lexical concepts for on
      • 5.3 Discussion
    • 6. Conclusion
    • Acknowledgements
    • References
• Part III. Applications to L2 teaching and learning
  • Chapter 8. Formulaicity and context in second language pragmatics
    • 1. Introduction
    • 2. Formulaic language
      • 2.1 Definitions
      • 2.2 Another distinction
    • 3. Documenting formulaic status: Frequency and conventionality
    • 4. Components of knowing an expression
      • 4.1 Knowing an expression
      • 4.2 Aligning speech acts
      • 4.3 Aligning pragmatic strategies
      • 4.4 Aligning content
      • 4.5 Aligning meaning
      • 4.6 Meaning again, from a different perspective
      • 4.7 Aligning form
    • 5. The role of context(s) in the acquisition of L2 pragmatic routines and conventional expressions
    • 6. Instruction
    • 7. Reflection
    • References
  • Chapter 9. What is happened? Your amazon.com order has shipped: Overpassivization and unaccusativity as L2 construction learning
    • 1. Introduction
    • 2. Overpassivation and unaccusativity
      • 2.1 Unaccusatives as types of predicates
      • 2.2 Event construal of causation in unaccusative constructions
    • 2.3 L2 learning of unaccusatives as construction learning
    • 3. Method
      • 3.1 Participants
      • 3.2 Corpus-based selection of target verbs
      • 3.3 Scaled acceptability judgment task
      • 3.4 Procedure
      • 3.5 Analyses
    • 4. Results
    • 5. Discussion
      • 5.1 Why did the availability of a conceptualizable agent make only a subtle difference?
      • 5.2 The importance of considering crosslinguistic influence
      • 5.3 Frequency is key to L2 learning, but is no panacea
      • 5.4 In defense of the centrality of discourse meaning in constructional learning
    • 6. Conclusion
    • References
  • Chapter 10. Effects of L2 exposure on the use of discourse devices in L2 storytelling
    • 1. Introduction
    • 2. Background
      • 2.1 Narrative as a means of communication
      • 2.2 Collaboration between speakers and listeners in storytelling
      • 2.3 Discourse markers (DMs)
      • 2.4 The effects of learning environment on L2 pragmatics
    • 3. Method
      • 3.1 Participants
      • 3.2 Procedures
      • 3.3 Analysis
    • 4. Results and discussion
      • 4.1 Use of DMs (oh, okay and y’know)
      • 4.2 Use of oh
      • 4.3 Use of okay
      • 4.4 Use of y’know
      • 4.5 L1 use in learner discourse
      • 4.6 Q & A or conversation
      • 4.7 Recast and negotiation of meaning
      • 4.8 Post hoc interview with the NSs
    • 5. Conclusion
    • 6. Limitations and implications
    • Acknowledgements
    • References
    • Appendix A. Transcription conventions (adapted from Markee 2000: 167–168)
  • Chapter 11. The use of hedging devices in L2 legal writing: A cognitive functional perspective
    • 1. Introduction
    • 2. Cognitive Linguistics and the ICM of hedging
      • 2.1 Hedging in legal memos
      • 2.2 L2 writing
    • 3. Method
      • 3.1 Context and data
      • 3.2 Operationalization of hedging
      • 3.3 The rubric
      • 3.4 The hedging coding scheme
      • 3.5 Analysis and procedure
    • 4. Results
      • 4.1 Descriptive quantitative patterns
      • 4.2 Functional changes in hedging patterns
      • 4.3 Hedging patterns and common law argumentation scores
    • 5. Discussion
    • 6. Conclusion
    • References
    • Appendix A. Analytic rubric used for legal writing assessment
    • Appendix B. Examples of hedging type and discourse purpose coding categories
    • Appendix B. Examples of hedging type and discourse purpose coding categories
• Afterword. The theoretical and applied foundations of Andrea Tyler’s approach to the study of language
  • References
• Name index
• Subject index