Overview

This collection highlights the interplay between cognition and language learning, and tackles such issues as cognition and skills development, language processing, vocabulary memorisation, metaphor identification, vocabulary attrition, motivation, and the perception of phonemes, among others. The contributions here represent current forward-looking research in the field of cognitive linguistics and education. To date, there has been a sharp need for innovative research that examines the interrelationship between cognition and the process of language learning. This volume responds to this requirement, bringing together researchers interested in this research area to discuss their contributions, and to open debates about the role played by cognition in language learning. The book will appeal to master’s and doctoral students, teachers, educational practitioners, and researchers interested in research into the interaction between cognition and language learning.

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9781527544826

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Reviews

This edited collection contributes fresh data to the body of research pertaining to a range of phenomena at the intersection of cognition and foreign language learning. Especially noteworthy is its inclusion of topics such as metacognitive awareness, learners' perceptions and attitudes which increasingly have been gaining traction in cognitive and foreign language learning research. All contributors to this volume adopt a cognitive stance which is in keeping with the contemporary constructivist emphasis on active learners who seek, form, and modify their knowledge, skills, strategies and beliefs. The content included in the volume may appeal to undergraduate students and novice researchers interested in this line of enquiry seeking to 'dip their toe' before wading into deeper water. Marta GasiorowskaLINGUIST List, 31, 2020 Cognition and Language Learning is an ambitious book because it aims to highlight the interplay between cognition and language learning through a coalition of studies that investigate how cognition affects multiple language learning activities. By exemplifying how a wide range of cognitive processes are involved in different aspects of (foreign) language learning, the book achieves this aim and corroborates research findings from other contexts that establish an inter-relationship between cognition and language (learning). Indeed, the book contributes to the language and cognition literature by bringing evidence from an African context which is usually under-represented in the SLA/EFL/ Language and Cognition literature. [...] By linking theory to practice through the offer of practical suggestions/recommendations for improving foreign language teaching and learning, Cognition and Language Learning demonstrates the relevance of cognitive linguistics to educational linguistics. It will definitely be a valuable addition to the reading list of EFL/ESL and applied linguistics courses, especially at graduate level. Dr Gladys Nyarko AnsahUniversity of Ghana; Language and Cognition, November 2020 It can be concluded that the value of this book lies in the diversity of contributions and approaches to cognition and language learning. It is highly recommended to foreign language educators at all levels of education as the findings presented in this book can be applied both in both the young learners' classroom and amphitheaters full of university students. Nihada Delibegovic DzanicUniversity of Tuzla, Bosnia and Herzegovina; Glottodidactica, 47.2 [This] volume provides a very useful resource for scholars interested in the interaction between cognition and foreign language learning. It is obvious that one of the merits of this edited volume is that by covering an exceptionally broad range of phenomena, from metacognitive awareness and vocabulary attrition to anxiety in language learning and code-switching, it delivers fresh data and perspectives on the interplay of cognition and foreign language learning. [...] The volume is, at the same time, broadening our horizons, as we can learn about developments from an area, in this case the region of Northern Africa, specifically, the Algerian higher education system, which appears not to be very often in the focus of attention in Europe or globally. Mario BrdarUniversity of Osijek; Jezikoslovlje, 22.1, 2021

Author Information

Sadia Belkhir is a Senior Lecturer in the Department of English at Mouloud Mammeri University of Tizi-Ouzou, Algeria. She is particularly interested in animal-related proverbs and metaphor in cognition and culture. Her publications include “Animal–related Concepts across Languages and Cultures from a Cognitive Linguistic Perspective” in Cognitive Linguistic Studies, 6(2); “Anger Metaphors in American English and Kabyle: The Effect of Culture” in International Journal of Language and Culture, 3(2); and “Cultural Influence on the Use of DOG Concepts in English and Kabyle Proverbs” in Metaphor and Intercultural Communication (2014), among others. She is a member of the editorial board of Glottodidactica: An International Journal of Applied Linguistics.

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