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  3. Crossroads. A Journal of English Studies
  4. Crossroads. A Journal of English Studies, 2021, Issue 35

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/13286
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    Pole DCWartośćJęzyk
    dc.contributor.authorKarczewski, Daniel-
    dc.date.accessioned2022-05-18T09:43:22Z-
    dc.date.available2022-05-18T09:43:22Z-
    dc.date.issued2021-
    dc.identifier.citationCrossroads. A Journal of English Studies 35 (4/2021), pp. 57-61pl
    dc.identifier.urihttp://hdl.handle.net/11320/13286-
    dc.language.isoenpl
    dc.publisherThe University of Białystokpl
    dc.rightsUznanie autorstwa-Użycie niekomercyjne-Na tych samych warunkach 4.0 Międzynarodowepl
    dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/pl
    dc.titleForeign Language Pedagogy in the Light of Cognitive Linguistics Research (Series Second Language Learning and Teaching), edited by Grzegorz Drożdż and Barbara Taraszka-Drożdż, Cham, Switzerland: Springer, 2020, 131pp. ISBN: 978-3-030-58774-1. EUR 48.14pl
    dc.typeArticlepl
    dc.rights.holderCreative Commons Attribution NonCommercial ShareAlike 4.0 International License (CC BY-NC-SA 4.0)pl
    dc.identifier.doi10.15290/CR.2021.35.4.04-
    dc.description.Emaildakar@uwb.edu.plpl
    dc.description.BiographicalnoteDaniel Karczewski - is an Associate Professor in the Center for Linguistic Studies at the University of Białystok, Poland. He was the prize winner of the Polish Cognitive Linguistics Association competition for the best Ph.D. dissertation in cognitive linguistics in 2014. He is the author of Generyczność w języku i w myśleniu. Studium kognitywne (Genericity in Language and Thought. A Cognitive Study). His current research interests include the generic overgeneralization effect and the phenomenon of normativity.pl
    dc.description.AffiliationUniversity of Białystok, Polandpl
    dc.description.referencesAchard, M. 2018. Teaching usage and concepts: Toward a cognitive pedagogical grammar. In: A. Tyler, H. Lihong, & H. Jan (eds.), What is applied cognitive linguistics? Answers from SLA research, 37-62. Berlin/New York: Mouton de Gruyter.pl
    dc.description.referencesBoers, F. 2011. Cognitive Semantic ways of teaching figurative phrases: An assessment. Review of Cognitive Linguistics 9(1): 227-261. https://doi.org/10.1075/rcl.9.1.11boepl
    dc.description.referencesBoers, F. 2013. Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration. Language Teaching 46(2): 208-224. https://doi.org/10.1017/S0261444811000450pl
    dc.description.referencesDrożdż, G., & Taraszka-Drożdż, B. (eds.). 2020. Foreign Language Pedagogy in the Light of Cognitive Linguistics Research. Cham, Switzerland: Springer.pl
    dc.description.referencesFauconnier, G. 1985. Mental spaces: Aspects of meaning construction in natural language. Cambridge (United Kingdom)/New York/Melbourne: Cambridge University Press.pl
    dc.description.referencesLakoff, G., & Johnson, M. 1980. Metaphors We Live by. Chicago/London: University of Chicago Press.pl
    dc.description.referencesLangacker, R. W. 1987. Foundations of Cognitive Grammar:Vol.1: Theoretical Prerequisites. Stanford, California: Stanford University Press.pl
    dc.description.referencesLangacker, R. W. 2008. The relevance of Cognitive Grammar for language pedagogy. In: S. De Knop & T. De Rycker (eds.), Cognitive Approaches to Pedagogical Grammar, 7-35. Berlin/New York: Mouton de Gruyter.pl
    dc.description.referencesLittlemore, J. 2009. Applying Cognitive Linguistics to Second Language Learning and Teaching. Basingstoke: Palgrave Macmillan.pl
    dc.description.referencesLuo, H. 2021. Cognitive Linguistics and Second Language Acquisition. In: X. Wen & J. R. Taylor (eds.), The Routledge Handbook of Cognitive Linguistics, 556-567. New York/London: Routledge.pl
    dc.description.referencesPaivio, A. 1986. Mental Representations: A Dual Coding Approach. New York: Oxford University Press.pl
    dc.description.referencesPütz, M. 2007. Cognitive linguistics and applied linguistics. In: D. Geeraerts & H. Cuyckens (eds.), The Oxford Handbook of Cognitive Linguistics, 1139-1159. Oxford/New York: Oxford University Press.pl
    dc.description.referencesSoffritti, M., & Dirven, R. 2004. Comparing languages: Language classification, typology, and contrastive linguistics. In: R. Dirven & M. Verspoor (eds.), Cognitive Exploration of Language and Linguistics, 231-268. Amsterdam: John Benjamins.pl
    dc.description.referencesTyler, A. 2017. Second language acquisition. In: B. Dancygier (ed.), The Cambridge Handbook of Cognitive Linguistics, 73-90. Cambridge: Cambridge University Press.pl
    dc.description.referencesTyler, A., Mueller, C. M., & Ho, V. 2010. Applying cognitive linguistics to instructed L2 learning: The English modals. AILA Review 23 (December 2010), 30-49. https://doi.org/10.1075/aila.23.03tylpl
    dc.identifier.eissn2300-6250-
    dc.description.issue35 (4/2021)pl
    dc.description.firstpage57pl
    dc.description.lastpage61pl
    dc.identifier.citation2Crossroads. A Journal of English Studiespl
    dc.identifier.orcid0000-0001-8255-6018-
    Występuje w kolekcji(ach):Artykuły naukowe (WFil)
    Crossroads. A Journal of English Studies, 2021, Issue 35

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