By Franka Kermer
This quantity hyperlinks Cognitive Grammar reasons to the realm of second-language studying and urged grammar instructing. It represents a contribution to empirically established wisdom selling a brand new viewpoint at the technique of educating and studying approximately English language buildings. The theoretical a part of the ebook presents an outline of the elemental tenets of Cognitive Grammar, and discusses components of the idea which are of an important value for figuring out English stressful and point constructions. the second one half brings jointly those fields of analysis and exams a Cognitive Grammar method of educating demanding and element to much less complicated inexperienced persons of English. To this finish, an experimental learn was once performed, evaluating the results of Cognitive Grammar-inspired guide at the language studying technique with these of training tools which hire extra conventional grammatical descriptions. As such, the publication is of specific relevance to Cognitive Grammar study, and second-language studying and instructing learn, and for newcomers and lecturers of a overseas language.
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Extra info for A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context
It adheres to two guiding assumptions: i) the symbolic volume and ii) the usage-based volume. This section presents basic assumptions of the CG theory; the underpinning of the assumptions are clarified by means of various examples, most of which are taken from the English tense and aspect system to emphasise the connection to the topic of this volume. 1. The Symbolic Function of Grammar In contrast to generative approaches to grammar, CG assumes that language is composed of symbolic units7, consisting of a phonological pole (form) and a semantic pole (meaning), the latter generally referring to the meaning of the linguistic expression (Langacker, 2007, p.
Tyler, 2012, p. 52) The statement put forward by Tyler is particularly interesting with respect to language learning and teaching in L2 pedagogy. Cognitive grammar proposes explicit methods by which language can be studied and represented in the way it occurs in real-life contexts, aiming thereby to show how the meaning of language is shaped not only by cognitive processes but also through our interaction with others and the world. Specifically, if language learners are made aware of the contextual aspects and the speaker’s assumptions about the contextual aspects, they may gain a deeper understanding of how native speakers make choices between certain grammatical structures in a communication situation.
The notion of domains is influenced by what has elsewhere been recognised under the terms ‘frame’ (Barsalou, 1992) and ‘frame semantics’ (Fillmore, 1975; 1977) and roughly corresponds to Fauconnier’s (1997) Mental Space Theory. 18 He kicked the ball. Holly is leaving the party. The Olympic Games last for 17 days. We’ll talk about marriage over the weekend. (Evans, 2009, p. 36; Radden & Dirven, 2007, pp. 318–322) According to Evans (2009), time reference “is more traditionally referred to as tense” (p.