東華大學圖書館 |

Exploring interactions between linguistic theories, language learning and pedagogy

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring interactions between linguistic theories, language learning and pedagogy/ edited by Minati Panda, Suneeta Mishra, Judit Baranyiné Kóczy.
other author:	Panda, Minati.
Published:	Cham :Springer Nature Switzerland : : 2025.,
Description:	xi, 440 p. :ill. (chiefly col.), digital ;24 cm.
[NT 15003449]:	Chapter 1: 'Language' and 'Learning' as objects of Inquiry: A transdisciplinary historiography of theories and practices -- Chapter 2: Meaningful Grammar: Theories and Practices -- Chapter 3: Universal Grammar and Language Pedagogy: What we know that we do not know -- Chapter 4: Generative Foundation of Multilingualism in Language Learning -- Chapter 5: The acquisition of frozen expressions: Challenging the generative framework -- Chapter 6: Cultural-Cognitive Foundations of Language Pedagogy for a Multilingual Society -- Chapter 7: Plurilingual-pluricultural identity and language learning: The contribution of cognitive corpus linguistics and cultural studies -- Chapter 8: Perspectives on Social Life of Language -- Chapter 9: A Cultural Linguistics approach to language pedagogy: The role of Cultural conceptualizations -- Chapter 10: Translanguaging: From language praxis to language pedagogy -- Chapter 11: Situating the teacher in the acquisition-learning debate -- Chapter 12: Metatext and cognitive linguistics: Inputs for language pedagogy -- Chapter 13: Motivation for the choice of complements in predicate-argument structure: The role of image schemas, metaphors and metonymies -- Chapter 14: Toward an adaptive system of language acquisition: Dialogue between Generative and Functional linguistics -- Chapter 15: Ethno-syntax in language learning: Evidentiality in Finno-Ugric Languages -- Chapter 16: Conceptualizing time in terms of space and motion in Japanese using Cognitive Metaphor Theory -- Chapter 17: Understanding the acquisition of non-literal constructions using usage-based approach -- Chapter 18: Narratives and theory of mind: A cultural-cognitive turn in language pedagogy -- Chapter 19: Internal State Terms & Narratives: What they mean for language pedagogy -- Chapter 20: Perfecting Imperfections: Pragmatic Competence for Preschool Teachers of English Language in a Multicultural Environment -- Chapter 21: The bottom-up perspective and less commonly taught languages: the case of Swahili -- Chapter 22: Combinatorial Variability as a Model: Managing classrooms for minority children -- Chapter 23: Language, Learner, and Learning: Issues in Language Pedagogy and Language -- Chapter 24: Language Acquisition and Language Pedagogy: A Transdisciplinary Dialogue between three Scholars.
Contained By:	Springer Nature eBook
Subject:	Language and languages - Study and teaching. -
Online resource:	https://doi.org/10.1007/978-3-031-92938-0
ISBN:	9783031929380

Exploring interactions between linguistic theories, language learning and pedagogy
Exploring interactions between linguistic theories, language learning and pedagogy[electronic resource] /edited by Minati Panda, Suneeta Mishra, Judit Baranyiné Kóczy. - Cham :Springer Nature Switzerland :2025. - xi, 440 p. :ill. (chiefly col.), digital ;24 cm. - Second language learning and teaching,2193-7656. - Second language learning and teaching..

Chapter 1: 'Language' and 'Learning' as objects of Inquiry: A transdisciplinary historiography of theories and practices -- Chapter 2: Meaningful Grammar: Theories and Practices -- Chapter 3: Universal Grammar and Language Pedagogy: What we know that we do not know -- Chapter 4: Generative Foundation of Multilingualism in Language Learning -- Chapter 5: The acquisition of frozen expressions: Challenging the generative framework -- Chapter 6: Cultural-Cognitive Foundations of Language Pedagogy for a Multilingual Society -- Chapter 7: Plurilingual-pluricultural identity and language learning: The contribution of cognitive corpus linguistics and cultural studies -- Chapter 8: Perspectives on Social Life of Language -- Chapter 9: A Cultural Linguistics approach to language pedagogy: The role of Cultural conceptualizations -- Chapter 10: Translanguaging: From language praxis to language pedagogy -- Chapter 11: Situating the teacher in the acquisition-learning debate -- Chapter 12: Metatext and cognitive linguistics: Inputs for language pedagogy -- Chapter 13: Motivation for the choice of complements in predicate-argument structure: The role of image schemas, metaphors and metonymies -- Chapter 14: Toward an adaptive system of language acquisition: Dialogue between Generative and Functional linguistics -- Chapter 15: Ethno-syntax in language learning: Evidentiality in Finno-Ugric Languages -- Chapter 16: Conceptualizing time in terms of space and motion in Japanese using Cognitive Metaphor Theory -- Chapter 17: Understanding the acquisition of non-literal constructions using usage-based approach -- Chapter 18: Narratives and theory of mind: A cultural-cognitive turn in language pedagogy -- Chapter 19: Internal State Terms & Narratives: What they mean for language pedagogy -- Chapter 20: Perfecting Imperfections: Pragmatic Competence for Preschool Teachers of English Language in a Multicultural Environment -- Chapter 21: The bottom-up perspective and less commonly taught languages: the case of Swahili -- Chapter 22: Combinatorial Variability as a Model: Managing classrooms for minority children -- Chapter 23: Language, Learner, and Learning: Issues in Language Pedagogy and Language -- Chapter 24: Language Acquisition and Language Pedagogy: A Transdisciplinary Dialogue between three Scholars.

The book explores the theoretical and philosophical groundings of various frameworks of language acquisition, pedagogy and practices. Central to its inquiry are foundational questions such as: How do different theories look at the nature of language and its acquisition, and how do they generate a two-way process of influencing pedagogical practices in different socio-cultural contexts and receive information back from the practices for its theoretical reflections? Structured in five parts-(i) Linguistic structure, language use, and cognitive processes; (ii) Cultural embeddedness of linguistic structures; (iii) The acquisition-learning debate and contemporary language pedagogy; (iv) Multilingual contexts of language use and instruction; and (v) The socio-political epistemology of language use-the book engages in a socio-political and critical-historical analysis. It traces the evolution of linguistic concepts and their influence on educational practices, explores their transdisciplinary migration across linguistics, psychology, and education, and interrogates the conceptual tensions that continue to challenge and reshape the field of language learning and pedagogy.

ISBN: 9783031929380

Standard No.: 10.1007/978-3-031-92938-0doiSubjects--Topical Terms:

531941
Language and languages
--Study and teaching.

LC Class. No.: P53

Dewey Class. No.: 418.007

Exploring interactions between linguistic theories, language learning and pedagogy
LDR:04610nmm a2200337 a 4500 001 2422638
003 DE-He213
005 20260102120652.0
006 m d
007 cr nn 008maaau
008 260505s2025 sz s 0 eng d
020 $a 9783031929380 $q (electronic bk.)
020 $a 9783031929373 $q (paper)
024 7 $a 10.1007/978-3-031-92938-0 $2 doi
035 $a 978-3-031-92938-0
040 $a GP $c GP
041 0 $a eng
050 4 $a P53
072 7 $a CFD $2 bicssc
072 7 $a LAN009040 $2 bisacsh
072 7 $a CFD $2 thema
082 0 4 $a 418.007 $2 23
090 $a P53 $b .E96 2025
245 0 0 $a Exploring interactions between linguistic theories, language learning and pedagogy $h [electronic resource] / $c edited by Minati Panda, Suneeta Mishra, Judit Baranyiné Kóczy.
260 $a Cham : $b Springer Nature Switzerland : $b Imprint: Springer, $c 2025.
300 $a xi, 440 p. : $b ill. (chiefly col.), digital ; $c 24 cm.
490 1 $a Second language learning and teaching, $x 2193-7656
505 0 $a Chapter 1: 'Language' and 'Learning' as objects of Inquiry: A transdisciplinary historiography of theories and practices -- Chapter 2: Meaningful Grammar: Theories and Practices -- Chapter 3: Universal Grammar and Language Pedagogy: What we know that we do not know -- Chapter 4: Generative Foundation of Multilingualism in Language Learning -- Chapter 5: The acquisition of frozen expressions: Challenging the generative framework -- Chapter 6: Cultural-Cognitive Foundations of Language Pedagogy for a Multilingual Society -- Chapter 7: Plurilingual-pluricultural identity and language learning: The contribution of cognitive corpus linguistics and cultural studies -- Chapter 8: Perspectives on Social Life of Language -- Chapter 9: A Cultural Linguistics approach to language pedagogy: The role of Cultural conceptualizations -- Chapter 10: Translanguaging: From language praxis to language pedagogy -- Chapter 11: Situating the teacher in the acquisition-learning debate -- Chapter 12: Metatext and cognitive linguistics: Inputs for language pedagogy -- Chapter 13: Motivation for the choice of complements in predicate-argument structure: The role of image schemas, metaphors and metonymies -- Chapter 14: Toward an adaptive system of language acquisition: Dialogue between Generative and Functional linguistics -- Chapter 15: Ethno-syntax in language learning: Evidentiality in Finno-Ugric Languages -- Chapter 16: Conceptualizing time in terms of space and motion in Japanese using Cognitive Metaphor Theory -- Chapter 17: Understanding the acquisition of non-literal constructions using usage-based approach -- Chapter 18: Narratives and theory of mind: A cultural-cognitive turn in language pedagogy -- Chapter 19: Internal State Terms & Narratives: What they mean for language pedagogy -- Chapter 20: Perfecting Imperfections: Pragmatic Competence for Preschool Teachers of English Language in a Multicultural Environment -- Chapter 21: The bottom-up perspective and less commonly taught languages: the case of Swahili -- Chapter 22: Combinatorial Variability as a Model: Managing classrooms for minority children -- Chapter 23: Language, Learner, and Learning: Issues in Language Pedagogy and Language -- Chapter 24: Language Acquisition and Language Pedagogy: A Transdisciplinary Dialogue between three Scholars.
520 $a The book explores the theoretical and philosophical groundings of various frameworks of language acquisition, pedagogy and practices. Central to its inquiry are foundational questions such as: How do different theories look at the nature of language and its acquisition, and how do they generate a two-way process of influencing pedagogical practices in different socio-cultural contexts and receive information back from the practices for its theoretical reflections? Structured in five parts-(i) Linguistic structure, language use, and cognitive processes; (ii) Cultural embeddedness of linguistic structures; (iii) The acquisition-learning debate and contemporary language pedagogy; (iv) Multilingual contexts of language use and instruction; and (v) The socio-political epistemology of language use-the book engages in a socio-political and critical-historical analysis. It traces the evolution of linguistic concepts and their influence on educational practices, explores their transdisciplinary migration across linguistics, psychology, and education, and interrogates the conceptual tensions that continue to challenge and reshape the field of language learning and pedagogy.
650 0 $a Language and languages $x Study and teaching. $3 531941
650 0 $a Linguistics. $3 524476
650 1 4 $a Psycholinguistics and Cognitive Lingusitics. $3 3595359
650 2 4 $a Language Education. $3 895037
650 2 4 $a Applied Linguistics. $3 896965
650 2 4 $a Educational Policy and Politics. $3 927935
700 1 $a Panda, Minati. $3 3804552
700 1 $a Mishra, Suneeta. $3 3804553
700 1 $a Kóczy, Judit Baranyiné. $3 3755169
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
830 0 $a Second language learning and teaching. $3 1569301
856 4 0 $u https://doi.org/10.1007/978-3-031-92938-0
950 $a Education (SpringerNature-41171)