A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context

2016-05-11
A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context

PDF A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context Download

  • Author: Franka Kermer
  • Publisher: Cambridge Scholars Publishing
  • ISBN: 1443893153
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 290

This volume links Cognitive Grammar explanations to the area of second-language learning and instructed grammar teaching. It represents a contribution to empirically based knowledge promoting a new perspective on the process of teaching and learning about English language structures. The theoretical part of the book provides an overview of the basic tenets of Cognitive Grammar, and discusses elements of the theory that are of crucial importance for understanding English tense and aspect structures. The second part brings together these two fields of study and tests a Cognitive Grammar approach to teaching tense and aspect to less advanced learners of English. To this end, an experimental study was conducted, comparing the effects of Cognitive Grammar-inspired instruction on the language learning process with those of teaching methods which employ more traditional grammatical descriptions. As such, the book is of particular relevance to Cognitive Grammar research, and second-language learning and teaching research, and for learners and teachers of a foreign language.

Task-based grammar teaching of English

2017-10-23
Task-based grammar teaching of English

PDF Task-based grammar teaching of English Download

  • Author: Susanne Niemeier
  • Publisher: Narr Francke Attempto Verlag
  • ISBN: 3823300350
  • Category : Literary Criticism
  • Languages : en
  • Pages : 434

The focus on communication in TBLT often comes at the expense of form. In this book, the task-based approach is enhanced and coupled with insights into (cognitive) grammar, an approach which sees grammar as meaningful. The book shows how grammar teaching can be integrated into a communicative lesson in a non-explicit way, i.e., "by the backdoor". The learners are involved in situations that they may also encounter outside their classrooms and they are given communicative tasks they are to work on and solve, usually with a partner or in small groups. What teachers need to invest for preparing such lessons is their own creativity, as they have to come up with communicative situations which guide the learners into using a specific grammatical structure. The book first discusses the didactic and the linguistic theories involved and then translates these theoretical perspectives into actual teaching practice, focusing on the following grammatical phenomena: tense, aspect, modality, conditionals, passive voice, prepositions, phrasal verbs, verb complementation, pronouns and articles.

Applying Cognitive Grammar in the Foreign Language Classroom

2013-01-12
Applying Cognitive Grammar in the Foreign Language Classroom

PDF Applying Cognitive Grammar in the Foreign Language Classroom Download

  • Author: Jakub Bielak
  • Publisher: Springer Science & Business Media
  • ISBN: 3642274552
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 295

The monograph constitutes an attempt to demonstrate how Cognitive Grammar (CG) can be employed in the foreign language classroom with a view to aiding learners in better understanding the complexities of English grammar. Its theoretical part provides a brief overview of the main tenets of Cognitive Grammar as well as illustrating how the description of English tense and aspect can be approached from a traditional and a CG perspective. The empirical part reports the findings of an empirical study which aimed to compare the effects of instruction utilizing traditional pedagogic descriptions with those grounded in CG on the explicit an implicit knowledge of the Present Simple and Present Continuous Tenses. The book closes with the discussion of directions for further research when it comes to the application of CG to language pedagogy as well as some pedagogic implications

Cognitive Approaches to Pedagogical Grammar

2008-08-27
Cognitive Approaches to Pedagogical Grammar

PDF Cognitive Approaches to Pedagogical Grammar Download

  • Author: Sabine De Knop
  • Publisher: Walter de Gruyter
  • ISBN: 3110205386
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 457

In the last 25 years foreign language teaching has been able to increase its efficiency through an orientation towards authentic language materials, pragmatic language functions and interactive learning methods. However, so far foreign language teaching has lacked a sufficiently strong theoretical framework to support the teaching of language in all its aspects. Arguably, such a linguistic theory has to be usage-based and cognition-oriented. Since cognitive linguistics - and especially cognitive grammar - is concerned with conceptual issues against the larger background of human cognition and because it is based on actual language use, it becomes a powerful tool for dealing adequately with the main issues of a pedagogical grammar. A pedagogical grammar aims at providing all the essential linguistic patterns considered relevant by theoretical and descriptive linguistics for the preparation of teaching materials and their exploitation in foreign language instruction. The volume contains thirteen contributions organized into three parts. In Part 1 Langacker, Taylor and Broccias introduce the basic grammar concepts, rules and models that are available in cognitive linguistics and which are directly relevant to the construction of a pedagogical grammar. Meunier, on the other hand, describes how such a grammar could benefit from corpus linguistics. Part 2 looks at some cognitive tools and conceptual errors with contributions by Danesi and Maldonado and also reconsiders contrastive analysis in the papers by Ruiz de Mendoza and Valenzuela & Rojo. Part 3, finally, discusses language-specific constraints on a number of linguistic phenomena such as the construal of motion events (papers by Cadierno and De Knop & Dirven), distinctions in the tense-aspect system (papers by Niemeier & Reif and Schmiedtová & Flecken), and voice (Chen & Oller).

Challenges Encountered by Chinese ESL Learners

2022-08-01
Challenges Encountered by Chinese ESL Learners

PDF Challenges Encountered by Chinese ESL Learners Download

  • Author: Mable Chan
  • Publisher: Springer Nature
  • ISBN: 9811653321
  • Category : Education
  • Languages : en
  • Pages : 365

This book provides a blended approach in outlining the properties of grammatical knowledge that have been causing difficulty to Chinese speaking learners, including tense and aspect, articles, passives, unaccusatives, plurality and motion verbs. It explains from different linguistics perspectives how these constraints/difficulties might be dealt with. It also offers readers a comprehensive account of these problems, and outlines the possible pedagogical solutions teachers can try in the classroom. These topics are selected because they bring substantial challenges and difficulties to Chinese English as a Second Language (ESL) learners. This book bridges the gap between acquisition theory and language pedagogy research, benefiting not just language learners but language teachers around the world, and all those who would like to witness collaboration between second language acquisition theory and second language teaching practice in general. It initiates future work in which researchers from different fields with diverging theoretical perspectives and methodological approaches will be able to develop studies that are compatible with each other. This overall can facilitate our understanding of second language acquisition, and how instruction might help.

Task-based grammar teaching of English

2017-10-23
Task-based grammar teaching of English

PDF Task-based grammar teaching of English Download

  • Author: Susanne Niemeier
  • Publisher: Narr Francke Attempto Verlag
  • ISBN: 3823391305
  • Category : Literary Criticism
  • Languages : en
  • Pages : 267

The focus on communication in TBLT often comes at the expense of form. In this book, the task-based approach is enhanced and coupled with insights into (cognitive) grammar, an approach which sees grammar as meaningful. The book shows how grammar teaching can be integrated into a communicative lesson in a non-explicit way, i.e., "by the backdoor". The learners are involved in situations that they may also encounter outside their classrooms and they are given communicative tasks they are to work on and solve, usually with a partner or in small groups. What teachers need to invest for preparing such lessons is their own creativity, as they have to come up with communicative situations which guide the learners into using a specific grammatical structure. The book first discusses the didactic and the linguistic theories involved and then translates these theoretical perspectives into actual teaching practice, focusing on the following grammatical phenomena: tense, aspect, modality, conditionals, passive voice, prepositions, phrasal verbs, verb complementation, pronouns and articles.

Pedagogical Stylistics in the 21st Century

2022-02-21
Pedagogical Stylistics in the 21st Century

PDF Pedagogical Stylistics in the 21st Century Download

  • Author: Sonia Zyngier
  • Publisher: Springer Nature
  • ISBN: 3030836096
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 420

This edited book provides cutting edge contributions from an international array of prominent experts who discuss the relevance of pedagogical stylistics in relation to diverse contexts and areas, including empirical approaches, corpus stylistics, creative writing, literary-linguistic criticism, students as researchers, critical discourse, academic register, text-world pedagogy, cognitive stylistics, classroom discourse, language of literary texts, L1/L2 education, EFL learners, and multimodal stylistics. Intended as a follow-up to Watson and Zyngier (2007), this volume situates the reader by offering a broad assessment of how the field has developed during the past 15 years and where it stands now. By examining both contemporary research and future challenges, it should be regarded as essential reading for all teachers, researchers, scholars, and students interested in understanding language and how to apply stylistics in educational settings. This book will be of interest to students and scholars working in stylistics, cognitive linguistics, language teaching, applied linguistics, literary studies, and materials development.

Making Progress Simpler?

2012
Making Progress Simpler?

PDF Making Progress Simpler? Download

  • Author: Monika Reif
  • Publisher: Duisburger Arbeiten zur Sprach- und Kulturwissenschaft
  • ISBN: 9783631611203
  • Category : Cognitive grammar
  • Languages : en
  • Pages : 0

This study presents a new approach to tense-aspect teaching from the perspective of Cognitive Linguistics. Its aims are twofold: first, to provide a coherent account of the English tense-aspect system. To this end, a synthesis of Langacker's Cognitive Grammar theory and Fauconnier's Mental Space approach will be put forward. Second, to test the applicability and effectiveness of CL-informed learning materials in the language classroom. For that purpose, an empirical analysis was conducted involving German students of English at an upper-intermediate level. The study therefore addresses linguists and language teachers alike.

Cognitive Linguistics in the English as a foreign language classroom

2018
Cognitive Linguistics in the English as a foreign language classroom

PDF Cognitive Linguistics in the English as a foreign language classroom Download

  • Author: Dorothee Kohl-Dietrich
  • Publisher: Waxmann Verlag
  • ISBN: 3830988532
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 304

Cognitive Linguistics takes an experientialist approach towards language, emphasizing the centrality of (physical) experience for cognitive development. That is, cognition is regarded as embodied, and language - as part of the human cognitive system - is shaped by how human beings interact with their physical and social environment. Thus, language is usage-based and form-meaning mappings can be explained and systematized on the basis of their conceptual motivation. Despite the pedagogical potential of this theory, Cognitive Linguistic applications in foreign language teaching and learning are still in their initial stages and empirical research testing the effect of Cognitive-Linguistic teaching approaches in real classroom settings is rather scarce. The aim of this monograph is to provide insight into key tenets of the Cognitive Linguistic framework under the premise of their relevance for foreign language pedagogy. Empirical studies are presented focusing on how phrasal verbs can be taught from a Cognitive Linguistic perspective via awareness-raising methods. Based on statistical analyses and considering individual learner variables such as language aptitude, cognitive load and how students evaluated their own learning outcome, the author discusses the merits of a Cognitive Linguistic approach to phrasal verbs.

A Theoretical Framework for Language Education and Teaching

2018-07-26
A Theoretical Framework for Language Education and Teaching

PDF A Theoretical Framework for Language Education and Teaching Download

  • Author: Paolo E. Balboni
  • Publisher: Cambridge Scholars Publishing
  • ISBN: 152751448X
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 174

Educational linguistics is transcultural, with research in the field adopting an international scope. Educational systems, on the contrary, are culture-bound. As a consequence, actual teaching differs across countries, and sometimes even among provinces, local educational authorities, and schools. However, a globalized world needs to share the various meanings of “knowing a language” and “teaching a language”, as language is the main factor of both cultural identity and national and international interaction. The framework offered here is built on eight “hypotheses”, logical models that provide the potential common core of a non-culture-bound theory of language education and of language teaching. The book thus suggests a common terminology, some common principles, and a basic paradigm to be shared in both theoretical and practical research in edu-linguistics, consequently going beyond the borders implied by such titles as European framework, American standards, and Chinese guidelines.