A Cognitive Grammar Approach to Teaching Tense and Aspect in by Franka Kermer PDF

By Franka Kermer

This quantity hyperlinks Cognitive Grammar factors to the realm of second-language studying and prompt grammar educating. It represents a contribution to empirically established wisdom selling a brand new viewpoint at the means of instructing and studying approximately English language constructions. The theoretical a part of the ebook offers an outline of the elemental tenets of Cognitive Grammar, and discusses components of the idea which are of an important significance for knowing English demanding and point constructions. the second one half brings jointly those fields of analysis and exams a Cognitive Grammar method of educating stressful and point to much less complicated inexperienced persons of English. To this finish, an experimental research used to be performed, evaluating the consequences of Cognitive Grammar-inspired guideline at the language studying technique with these of educating equipment which hire extra conventional grammatical descriptions. As such, the booklet is of specific relevance to Cognitive Grammar learn, and second-language studying and educating study, and for beginners and academics of a overseas language.

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

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8 illustrate the various uses associated with the preposition to8: 8 Tyler (2012, Chapter 5) and Tyler and Evans (2003, Chapter 6) discuss other semantic extensions of to, such as the location sense, the comparison sense, the limit sense and the event sense. However, for our purposes and since our main discussion does not involve spatial particles of orientation, the extended meanings presented here seem to suffice. 8 21 Jane walked to school. [central sense] Frank gave the present to Charles. [receiver sense] Hanna is nice to Ralph.

2). On the basis of the key commitments, it has been suggested that CL and CG, can be applied to a wide range of research fields, among them cultural studies, literary studies, philosophy, psychology and—most important with respect to the study described here—L2 pedagogy. In growing numbers, researchers argue that the view of grammar proposed by CG may be of particular benefit for L2 instruction, as it offers a way of thinking about grammar that is concrete and systematic (Achard, 1997; Achard & Niemeier, 2004; Boers & Lindstromberg, 2006; De Rycker & De Knop, 2009; Dirven, 1989; Holme, 2009; Hüllen, 1992; Kövecses & Szabó, 1996; Langacker, 2001a, 2008a, 2008c; Littlemore, 2009; Littlemore & Juchem-Grundmann, 2010; Littlemore & MacArthur, 2007; Niemeier, 2005a, Niemeier, 2005b; Pütz, Niemeier, & Dirven, 2001; Taylor, 1993; Turewicz, 2010).

11 I’m telling you, withholding goodies works. (De Wit & Brisard, 2014, pp. 9, the present moment is extended considerably beyond the time of speaking, yet it is possible to assume that the relevance of “what’s going on” overlaps with the speech event. 10, wherein the speaker does not profile the actual past event that might coincide with the speech time but constructs a ‘virtual’ (De Wit & Brisard, 2014) event that is made coincidental with the here and now. Actual language use surprisingly often involves reference to and description of virtual entities rather than actual occurrences, conjured up to represent a situation characterised as being valid for the actual (objective) situation that is situated in the past (De Wit & Brisard, 2014; Langacker, 2001b).

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