New PDF release: A Cognitive Grammar Approach to Teaching Tense and Aspect in

By Franka Kermer

ISBN-10: 1443893153

ISBN-13: 9781443893152

This quantity hyperlinks Cognitive Grammar motives to the realm of second-language studying and suggested grammar instructing. It represents a contribution to empirically dependent wisdom selling a brand new point of view at the strategy of instructing and studying approximately English language constructions. The theoretical a part of the booklet presents an outline of the fundamental tenets of Cognitive Grammar, and discusses parts of the idea which are of the most important significance for figuring out English demanding and element buildings. the second one half brings jointly those fields of research and checks a Cognitive Grammar method of educating stressful and element to much less complicated beginners of English. To this finish, an experimental research used to be carried out, evaluating the consequences of Cognitive Grammar-inspired guide at the language studying technique with these of training equipment which hire extra conventional grammatical descriptions. As such, the booklet is of specific relevance to Cognitive Grammar study, and second-language studying and instructing learn, and for novices and lecturers of a international language.

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

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While the latter term refers to approaches that investigate the connection between language and the mind, with the attempt to “attribute a mental status to the language” (Geeraerts, 2006, p. 3) and to explain the acquisition of language on the basis of a cognitive learning theory, the former term signals commitment to the study of how language, as a collection of meaningful categories, contributes to our knowledge of the world (Geeraerts & Cuyckens, 2007, p. 5). , 2009). 3 Decontextualisation characterises the missing link between the communication context and the language user’s knowledge about the language, also referred to as the distinction between langue (competence) and parole (performance), which inevitably leads “to an isolation of the grammar” (Geeraerts, 2010, p.

Proceeding from this view, one can develop a reasonable definition of the semantic structure of all facets of linguistic structure. The cognitive correspondence between a phonological structure and a semantic structure is the symbolic link known as symbolisation. The second kind of relationship, categorisation, denotes the relationship of phonological, semantic, or symbolic elements in which a subordinate unit is specified by a more abstractly categorised, or superordinate, unit. In an internally complex structure, such as I am walking to the shop, the relation between component units and the composite structure they form is known as integration.

CL emerged largely in response to dissatisfaction with the generative approach2 to language and the mind, its firm belief in the study of syntax and how sentences are formed and the outspoken decontextualisation tendency3 that is prevalent in this approach to language study (Geeraerts, 1 In connection with the theory-oriented remarks made in this chapter, a terminological issue needs to be discussed. In line with the work of Geeraerts (2006), Taylor (2002) and Wildgen (2008), a distinction imposes itself between Cognitive Linguistics and cognitive linguistics.

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


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