霍姆编著的《认知语言学和语言教学》分九章四个部分。第一章是序论。第二到第四章为第一部分，讲述认知语言学关于人类认知的体验性的基本观点，即认知源于人类在跟外部世界打交道的过程中所产生的身体经验和社会文化经验，并探讨这一观点对于语言教学的启示。第五、六章构成第二部分，讲述认知语言学的概念观（conceptualisation）和范畴观（categorisation），并尝试从语言所承载的认知视角和认知方式出发，探讨语言教师如何能善加利用来有效地讲解目标语的形式和意义。第七、八章构成第三部分，分别阐述教师如何帮助学习者习得语词所激活的百科意义（encyclopaedic meaning）和语言中不同级别的构式（construction）。第九章是结论部分，作者提出了开发认知语言学大纲（cognitive linguistics syllabus）的构想，并对其指导原则、教学理念和运作方式进行了尝试性的梳理。

《认知语言学和语言教学》是“当代国外语言学与应用语言学文库”系列之一。

《认知语言学和语言教学》把认知语言学和语言教学结合起来，阐述了认知语言学理论对语言教学的影响。作者霍姆没有停留在理论层面，而是提出了一些可应用于语言教学的实际手段，是把二者相结合的一个大胆且有益的尝试。

List of Activities

List of Figures and Tables

1 Introduction

 The linguistics applied approach: generative linguistics and second language learning

 The applied linguistics of second language learning

 Language as a social semiotic

 The emergence of cognitive linguistics

 Ending the LA-AL divide

 The purpose of the book

Part I Embodied Experience

2 The Problem of Linguistic Meaning

 Introduction

 The problem of meaning

 Language learning as category learning

 Conclusions

3 Conceptualisation, Embodiment and the Origins of Meaning

 Introduction

 Proprioception: how the body remains aware of its own position in space

 Not seeing but conceptualising

 Cognitive development and infant movement

 Aplasic phantoms

 Mirror neurons

 The nature of language: image schemas and embodied cognition

 Education and embodiment

 Language teaching and embodiment: language as rhythm and movement

 Language teaching and embodiment: mime, enactment and movement

 Language teaching and embodiment: rethinking TPR

 Conclusions

4 Gesture

 Introduction

 The importance of gesture in communication

 Gesture in education

 Gesture and teaching prepositions

 Gesture and English articles

 Conclusions

Part II Conceptualisation

5 Language, Culture and Linguistic Relativity

 Introduction

 The Sapir-Whorf hypothesis

 Meaning and conceptualisation

 Linguistic relativity: how different is different?

 Experimental evidence for linguistic relativity

 To learn new meanings, do we have to conceptualise the world differently?

 Second language errors and linguistic relativity

 Errors that use first language forms and meanings within the second language

 Errors that over-generalise some acquired formal or semantic feature of the second language

 False friends

 The problem of separating meaning from conceptualisation

 Can one change a conceptualisation?

 Language, culture and conceptualisation in the classroom

 Language, culture and learning

 Different meanings for different languages

 Conclusions

6 Conceptualisation and Construal

 Introduction

 Construal operations

 Attention and salience

 Attention, salience and enactive SLA

 Metonymy: attention and salience

 Scope of attention

 Scalar adjustment

 Dynamic attention

 Judgment and comparison

 Category formation

 Category formation and language teaching

 Metaphor

 Metaphor and language teaching

 Metaphor analysis

 Metaphor and target language differentiation

 The explanatory power of metaphor and analogy

 Using metaphor to learn second language lexis and grammar

 Figure-ground conceptual operations, force dynamics and action chains

 Perspectives and situatedness

 Deixis

 Constitution/gestalt

 Geometry

 Conclusions

Part III Meaning and Usage

7 Teaching Encyclopaedic Meaning

 Introduction

 Word networks: hyponymy and schematicity

 Word networks: meronymy

 Crossing category borders

 Knowledge types and encyclopaedic meaning

 Finding the frame

 Phonological sense relations

 Conclusions

8 Usage and Grammatical Meaning

 Introduction

 Constructions

 Type and token

 Usage

 Language learning as construction learning

 Recognising constructions

 Teaching constructions

 Teaching filled constructions: idioms

 Teaching partially filled constructions: lexis, meaning and conceptualisation

 Teaching partially filled constructions: bound morphemes,inflections and lexis

 Teaching partially filled constructions: bound morphemes

 Teaching partially filled constructions: lexis and morphemes

 Teaching partially filled constructions: lexis

 Teaching unfilled constructions

 Routines for more advanced students: lexis, meaning and conceptualisation

 Encountering constructions

 Finding useful forms

 Conclusions

Part IV Conclusions

9 Towards a Cognitive Linguistics Syllabus

 Introduction

 Product and process

 Language teaching implications

 Re-embedding linguistic form in the imagery and movement from which it emerged

 Engage the learners in the explicit analysis of form and meaning

 A forum for usage

 Sequencing

Bibliography

Index