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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...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newcastle upon Tyne :
Cambridge Scholars Publishing,
2016.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Kermer, Franka, |e author. | |
| 245 | 1 | 2 | |a A cognitive grammar approach to teaching tense and aspect in the L2 context / |c by Franka Kermer. |
| 264 | 1 | |a Newcastle upon Tyne : |b Cambridge Scholars Publishing, |c 2016. | |
| 300 | |a 1 online resource (xviii, 267 pages) : |b illustrations (black and white | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a 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. | ||
| 505 | 8 | |a 3.4. Tense in CG3.5. Aspect in CG; 3.6. Concluding Remarks; 4.1. Introduction; 4.2. The Changing View of Grammar Teaching; 4.3. The Use of CG for Grammar Teaching; 4.4. Concluding Remarks; 5.1 Introduction; 5.2. Research Questions and Aims; 5.3. The Research Design; 5.4. The Context for the Data Collection; 5.5. Research Material; 5.6. Quantitative Analysis of the Material; 5.7. Ethics Considerations; 5.8. Concluding Remarks; 6.1 Introduction; 6.2. The Goal, Procedure and Materials; 6.3. Results; 6.4. Concluding Remarks; 7.1 Introduction; 7.2. The Goal, Procedure and Materials; 7.3. Results. | |
| 505 | 8 | |a 7.4. Concluding Remarks8.1 The Contribution of This Work to Research into Applied Cognitive Grammar; 8.2. Implications for Instruction of Tense and Aspect in the L2 Context; 8.3. Limitations and Outlook; 1.2.1. Representation of the Target Grammar in L2 Teaching Materials; 1.2.2. Cross-linguistic Differences in the Categorisation of the Target Grammar; 2.3.1. The Symbolic Function of Grammar; 2.3.2. The Usage-based Function of Grammar; 2.4.1. Symbolisation, Categorisation and Integration; 2.4.2. Categorisation of Grammatical Classes in CG; 2.5.1. Construal Operations; 2.5.2. Dynamicity. | |
| 505 | 8 | |a 3.4.1. Meaning(s) of Tense3.4.2. The Temporal Reference Point; 3.5.1. The Meaning of Aspect; 3.5.2. Perfectives/Imperfectives and Their Interaction with Tense; 3.5.3. The Present Progressive; 3.5.4. The Present Perfect; 4.2.1. The Role of Grammar in L2 Learning and Teaching; 4.2.2. FonF: Teaching Tense and Aspect; 4.3.1. Benefits of CG in L2 Teaching; 4.3.2. Challenges of Applying CG to L2 Teaching; 4.3.3. Existing Studies of L2 Teaching in the Field of Applied Cognitive Grammar; 5.3.1. Strengths and Weaknesses of the Research Approach; 5.5.1. Assessment of Grammatical Ability. | |
| 505 | 8 | |a 5.5.2. The Written Grammar Test5.5.3. Achieving Validity and Reliability of the Written Grammar Test; 6.2.1. The Hypotheses; 6.2.2. Participants; 6.2.3. Treatments; 6.2.4. Tasks in the Grammar Test; 6.3.1. Results of the Written Grammar Test; 6.3.2. Discussion; 6.3.3. The Effect of CG-informed Teaching on Individual Learners; 6.3.4. Discussion; 7.2.1. The Hypotheses; 7.2.2. Participants; 7.2.3. Treatments; 7.2.4. Tasks in the Grammar Test; 7.3.1. Results of the Written Grammar Test; 7.3.2. Discussion; 7.3.3. The Effect of CG-informed Teaching on Individual Learners; 7.3.4. Discussion. | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a English language |x Study and teaching |x Foreign speakers. | |
| 650 | 0 | |a Cognitive grammar. | |
| 650 | 0 | |a English language |x Tense |x Study and teaching. | |
| 650 | 0 | |a English language |x Aspect |x Study and teaching. | |
| 650 | 6 | |a Anglais (Langue) |x Étude et enseignement |x Allophones. | |
| 650 | 6 | |a Grammaire cognitive. | |
| 650 | 7 | |a Linguistics. |2 bicssc | |
| 650 | 7 | |a Grammar, syntax & morphology. |2 bicssc | |
| 650 | 7 | |a Applied linguistics for ELT. |2 bicssc | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x General. |2 bisacsh | |
| 650 | 7 | |a Cognitive grammar. |2 fast |0 (OCoLC)fst00866531 | |
| 650 | 7 | |a English language |x Study and teaching |x Foreign speakers. |2 fast |0 (OCoLC)fst00911692 | |
| 650 | 7 | |a English language |x Tense |x Study and teaching. |2 fast |0 (OCoLC)fst00911872 | |
| 776 | 0 | 8 | |i Print version: |a Kermer, Franka. |t Cognitive grammar approach to teaching tense and aspect in the L2 context. |d Newcastle upon Tyne : Cambridge Scholars Publishing, 2016 |z 9781443877664 |z 1443877662 |w (OCoLC)950248887 |
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