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

By Franka Kermer

This quantity hyperlinks Cognitive Grammar causes to the realm of second-language studying and suggested grammar instructing. It represents a contribution to empirically established wisdom selling a brand new viewpoint at the strategy of educating and studying approximately English language constructions. The theoretical a part of the booklet presents an outline of the fundamental tenets of Cognitive Grammar, and discusses components of the speculation which are of an important significance for figuring out English demanding and element constructions. the second one half brings jointly those fields of analysis and exams a Cognitive Grammar method of instructing demanding and element to much less complicated newcomers of English. To this finish, an experimental research was once performed, evaluating the consequences of Cognitive Grammar-inspired guideline at the language studying procedure with these of training tools 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 newcomers and academics of a international language.

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Extra resources for A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context

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In her analysis, she points out that the “German subcorpus is [. ] identical with the normalised frequency of the progressive for the American subcorpus” (Ibid, p. 262). In her comparison with the British sub-corpus, she discovered that German learners of English overuse the progressive in argumentative writing considerably. In addition to presenting quantitative results, she explored the data from a qualitative perspective: here, relative to the native speakers’ choices, “the evaluation reveals significantly more instances of ungrammatical and unidiomatic use of the progressive [.

According to Langacker (1991b), a key figure in the cognitive movement, the establishment of the International Cognitive Linguistics Society in 1990, “marked the birth of cognitive linguistics as a broadly grounded, self conscious intellectual movement” (p. xv). The emergence of cognitively rooted linguistic frameworks, however, dates back to 1690 and John Locke’s work ‘An Essay Concerning Human Understanding’, in which he posits that human sensation and reflection are closely associated with linguistic structures.

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.

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