By Franka Kermer
This quantity hyperlinks Cognitive Grammar causes to the realm of second-language studying and suggested grammar educating. It represents a contribution to empirically established wisdom selling a brand new viewpoint at the technique of instructing and studying approximately English language buildings. The theoretical a part of the e-book offers an outline of the fundamental tenets of Cognitive Grammar, and discusses components of the speculation which are of the most important value for realizing English stressful and element constructions. the second one half brings jointly those fields of analysis and exams a Cognitive Grammar method of educating annoying and element to much less complex novices of English. To this finish, an experimental learn used to be performed, evaluating the results of Cognitive Grammar-inspired guide at the language studying approach with these of educating equipment which hire extra conventional grammatical descriptions. As such, the e-book is of specific relevance to Cognitive Grammar examine, and second-language studying and educating examine, and for newcomers and academics of a overseas language.
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Additional resources for A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context
1 Introduction The key goal with this study is to show how CG can be brought into L2 classrooms and investigate whether the integration of CG-based tenets into pedagogical materials can be of benefit to language learners. Threaded throughout this volume is exploration of specific areas and ways in which adopting the CG model may benefit language instruction and facilitate L2 development. The first question that arises is this: What makes a CG account a valuable theory of language to rely on in L2 instruction?
Though the use of the tense marker allows making specific reference to the past time, the exact temporal content of the event is left unspecified. 16, the aspectual marker invokes the category ‘boundedness’ within the domain of [TIME]; here, the sentence with its progressive construction refers to the ongoing event of Holly leaving the party. The aspectual markers thus encode a very different set of parameters than tense markers, even though both instantiate linguistic content that is related to [TIME].
The Cognitive Commitment is linked to the rather obvious question about what exactly the ‘cognitive’ in CL stands for. As is implied above, the basic assumption in CL is that language is considered as an integral part of human cognition. The thrust of CL research is to characterise how linguistic structures reflect what is known about the human mind, cognition, embodied experience4 and other cognitively related phenomena from other disciplines, mainly from the cognitive sciences, neuroscience and psychology (Evans, Bergen, & Zinken, 2007, p.
A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context by Franka Kermer
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