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A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context
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
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.
Englische Sprachwissenschaft und Fachdidaktik im Dialog
Auf der Grundlage aktueller Forschungs- und Lehrprojekte zeigt dieser Sammelband systematisch Bezugspunkte zwischen Sprachwissenschaft, Fachdidaktik und schulischem Englischunterricht auf und leistet damit einen Beitrag zur Weiterentwicklung der gegenwärtigen Debatte um Kohärenz und Professionalisierung in der Fremdsprachenlehrkräftebildung. Die Beiträge, die den Schwerpunktbereichen Englisch als Sprachsystem, Englisch als Weltsprache, Englisch als Sprache von Lernenden und Lehrenden sowie Englische Korpuslinguistik und Fachdidaktik zugeordnet sind, erörtern, welche linguistischen Inhalte, Methoden und Werkzeuge für den Englischunterricht besonders relevant sind und wie diese für die Professionalisierung von (angehenden) Lehrkräften nutzbar gemacht werden können. Damit dient der Band als Ideensammlung und Handreichung für alle Akteur*innen im Bereich der Fremdsprachenlehrkräftebildung.
Cognitive Discourse Analysis
An introduction to the methodology of cognitive discourse analysis, focusing on eight key areas, from attention to cognitive strategies.
Frequency in Language
Re-examines frequency, entrenchment and salience, three foundational concepts in usage-based linguistics, through the prism of learning, memory, and attention.
Applying Cognitive Grammar in the Foreign Language Classroom
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 Linguistics
A general introduction to the area of theoretical linguistics known as cognitive linguistics, this textbook provides up-to-date coverage of all areas of the field, including recent developments within cognitive semantics (such as Primary Metaphor Theory, Conceptual Blending Theory, and Principled Polysemy), and cognitive approaches to grammar (such as Radical Construction Grammar and Embodied Construction Grammar). The authors offer clear, critical evaluations of competing formal approaches within theoretical linguistics. For example, cognitive linguistics is compared to Generative Grammar and Relevance Theory. In the selection of material and in the presentations, the authors have aimed for...
From Perception to Meaning
The 1987 landmark publications by G. Lakoff and M. Johnson made image schema one of the cornerstone concepts of the emerging experientialist paradigm of Cognitive Linguistics, a framework founded upon the rejection of the mind-body dichotomy and stressing the fundamentally embodied nature of meaning, imagination and reason - hence language. Conceived of as the pre-linguistic, dynamic and highly schematic gestalts arising directly from motor movement, object manipulation, and perceptual interaction, image schemas served to anchor abstract reasoning and imagination to sensori-motor patterns in the conceptual theory of metaphor. Being itself informed by preceding crosslinguistic work on semanti...
The Foundations of Mind
In The Foundations of Mind, Jean Mandler presents a new theory of cognitive development in infancy, focusing on the processes through which perceptual information is transformed into concepts. Drawing on her extensive research, Mandler explores preverbal conceptualization and shows how it forms the basis for both thought and language. She also emphasizes the importance of distinguishing automatic perceptual processes from attentive conceptualization, and argues that these two kinds of learning follow different principles, so it is crucial to specify the processes required by a given task. Countering both strong nativist and empiricist views, Mandler provides a fresh and markedly different perspective on early cognitive development, painting a new picture of the abilities and accomplishments of infants and the development of the mind.
English Prepositions Explained
This completely revised and expanded edition of English Prepositions Explained (EPE), originally published in 1998, covers approximately 100 simple, compound, and phrasal English prepositions of space and time – with the focus being on short prepositions such as at, by, in, and on. Its target readership includes teachers of ESOL, pre-service translators and interpreters, undergraduates in English linguistics programs, studious advanced learners and users of English, and anyone who is inquisitive about the English language. The overall aim is to explain how and why meaning changes when one preposition is swapped for another in the same context. While retaining most of the structure of the original, this edition says more about more prepositions. It includes many more figures – virtually all new. The exposition draws on recent research, and is substantially founded on evidence from digitalized corpora, including frequency data. EPE gives information and insights that will not be found in dictionaries and grammar handbooks.
