By Franka Kermer
This quantity hyperlinks Cognitive Grammar factors to the realm of second-language studying and recommended grammar educating. It represents a contribution to empirically established wisdom selling a brand new point of view at the means of instructing and studying approximately English language constructions. The theoretical a part of the booklet offers an outline of the fundamental tenets of Cognitive Grammar, and discusses parts of the speculation which are of an important significance for realizing English stressful and element constructions. the second one half brings jointly those fields of analysis and checks a Cognitive Grammar method of instructing annoying and point to much less complicated inexperienced persons of English. To this finish, an experimental learn used to be carried out, evaluating the results of Cognitive Grammar-inspired guide at the language studying procedure with these of educating tools which hire extra conventional grammatical descriptions. As such, the ebook is of specific relevance to Cognitive Grammar learn, and second-language studying and instructing examine, and for novices and lecturers of a international language.
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Additional info for A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context
431). The dynamic nature of meaning construction has an important consequence for how knowledge of language is organised. 2). The entity that stands out against the base (cognitive background) is called the profile (Langacker, 2007, p. 435). The meaning of linguistic units does not consist in either the profile alone or the base alone but in both and each in relation to the other. 5. A central principle in characterising the semantic structure of symbolic units is that conceptualisation occurs in the context of presupposed background knowledge organisation (Clausner & Croft, 1999, p.
8 21 Jane walked to school. [central sense] Frank gave the present to Charles. [receiver sense] Hanna is nice to Ralph. [receiver of experience sense] This milk smells fresh to me. [receiver of perception sense] Apply the soap directly to the skin. [contact sense] Steven is married to Sandy. [attachment sense] (Tyler, 2012, pp. , one participant, Jane, is facing a second participant or object, the school. As mentioned, the semantic value of to describes a relationship between two participants, whereas a participant faces in the direction of a second participant (or object), towards which he intends to move (Tyler, 2012, pp.
135–142; Tyler & Evans, 2003, pp. 149–153). , the general and related senses can be represented along the concrete–abstract dimension, comprising certain aspects from this schematic presentation. The remaining examples are new interpretations, activated through and associated with the basic schema of to, transposed into additional meanings such as the receiver sense, contact sense and attachment sense. 6 represent the idea of the second participant being a receiver of an object, experience, or perception, which thereby includes a transfer of people, objects, or experiences from one location to another (or from one participant to another).
A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context by Franka Kermer