ContentsAcknowledgements xviIntroduction 1Part 1 Background1. Language Use， Holistic Activity and Second Language Learning 72. Holistic Tasks in an Educational Context:Some Key Issues 183. Holistic Tasks in a Research Context:Some Key Issues 374. Tasks in Second Language Pedagogy 515. Defining Pedagogic Tasks: Issues and Challenges 626. Engaging Learning Processes: Implications for the Use of Second Language Tasks 717. Researching Second Language Pedagogic Tasks 82Part 2 Interactions between Research and Practice8. Task Research from a Pedagogical Perspective 1339. Pedagogic Perspectives on Second Language Tasks 192Part 3 Exploring Tasks10. Research Directions 233Part 4 Resources11. Further Resources 267References 277Name Index 291Subject Index 295Metaphor and language teaching 134 Metaphor analysis 135 Metaphor and target language differentiation 136 The explanatory power of metaphor and analogy 136 Using metaphor to learn second language lexis and grammar 138 Figure-ground conceptual operations， force dynamics and action chains 142 Perspectives and situatedness 147 Deixis 150 Constitution/gestalt 152 Geometry 155 Conclusions 157 Part III Meaning and Usage 7 Teaching Encyclopaedic Meaning 161 Introduction 161 Word networks: hyponymy and schematicity 163 Word networks: meronymy 165 Crossing category borders 167 Knowledge types and encyclopaedic meaning 168 Finding the frame 169 Phonological sense relations 171 Conclusions 174 8 Usage and Grammatical Meaning 177 Introduction 177 Constructions 178 Type and token 179 Usage 181 Language learning as construction learning 183 Recognising constructions 183 Teaching constructions 184 Teaching filled constructions: idioms 185 Teaching partially filled constructions: lexis， meaning and conceptualization 186 Teaching partially filled constructions: bound morphemes， inflections and lexis 187 Teaching partially filled constructions: bound morphemes 188 Teaching partially filled constructions: lexis and morphemes 192 Teaching partially filled constructions: lexis 197 Teaching unfilled constructions 201 Routines for more advanced students: lexis， meaning and conceptualization 205 Encountering constructions 205 Finding useful forms 206 Conclusions 212 Part IV Conclusions 9 Towards a Cognitive Linguistics Syllabus 217 Introduction 217 Product and process 217 Language teaching implications 218 Re-embedding linguistic form in the imagery and movement from which it emerged 219 Engage the learners in the explicit analysis of form and meaning 220 A forum for usage 226 Sequencing 227 Bibliography 231 Index 244
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