Cognitive Linguistics, Foundations, Scope, and Methodology

Cognitive Linguistics, Foundations, Scope, and Methodology

Cognitive Linguistics, Foundations, Scope, and Methodology

Cognitive Linguistics, Foundations, Scope, and Methodology

Synopsis

"The theoretical literature on learning and growth can be difficult to master and even more challenging to integrate into e-learning, but Michael has made this easy for all of us. He explains this thinking in clear and accessible language, amplifies the theories with research results, and describes popular approaches by applying these theories to learning and growth. Taking the illustrations even further into the field of e-learning design, he offers useful scenarios and practical examples of how these theories can be employed in online learning programs, providing readers with concrete ideas to leverage them in their own work." --Nick van Dam, global chief learning officer for Deloitte and founder and chairman, e-Learning For Kids Foundation (www.e-learningforkids.org)

"Here, through research and examples, Allen delivers vivid ways to realize the promise of e-learning."--Allison Rossett, professor of educational technology, San Diego State University

"While its target audience is instructional designers, this book should also be required reading for all training managers seeking guidelines on implementing world-class training. Allen provides bridges the gap from theory to practice on both training and educational programs. His guidance is as applicable to classroom-based as it is to e-learning based training."--Patty Crowell, director, Global Education Services, LSI Logic Corporation

"Our sales/service performance has greatly improved due to the ideas and processes in Michael Allen's books. They not only solidified our e-learning practices, but enhanced our blended learning skills as well."--Dave Hooker, vice president, Training and Program Development Institutional Sector, Ecolab Inc.

Excerpt

Cognitive Linguistics established itself as a coherent, identifiable approach about a decade ago, marked by the first International Cognitive Linguistics Conference (Duisburg, Germany, 1989) and by the founding of the journal Cognitive Linguistics, which first appeared in 1990. By that time, the major theoretical foundations had been laid and a substantial amount of empirical data had already been gathered to support and develop those theories, resulting in a number of scholarly publications that have since become widely-cited classics: George Lakoff and Mark Johnson's (1980) Metaphors We Live By, Leonard Talmy's (1983) [How language structures space], Charles Fillmore's (1985) Frames and the Semantics of Understanding, Gilles Fauconnier's (1985) Mental Spaces, George Lakoff s (1987) Women, Fire and Dangerous Things, Ronald Langacker's two-volume work on the Foundations of Cognitive Grammar (1987, 1991; paperback edition 1999), Leonard Talmy's (1988) Force Dynamics in Language and Cognition, Brygida Rudzka-Ostyn's (1988) Topics in Cognitive Linguistics, George Lakoff and Mark Turner's (1989) More than Cool Reason, Eve Sweetser's (1990) From Etymology to Pragmatics, and the first volume in the Cognitive Linguistics Research series, Ronald Langacker's (1990) Concept, Image, and Symbol.

All these authors and a steadily increasing number of scholars world-wide have taken up the challenge of mapping out the structure and dynamics of language in use from a cognitive perspective. That perspective entails a concern for contextualized, dynamically constructed meanings and for the grounding of language use in cognitive and social-interactional processes.

Against the background of diversification and consolidation of cognitive linguistic research, the plenary talks at the Fifth Interna-

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