A cognitive grammar approach to teaching tense and aspect in the L2 context /

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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...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Kermer, Franka (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Newcastle upon Tyne : Cambridge Scholars Publishing, 2016.
Temas:
English language > Study and teaching > Foreign speakers.
Cognitive grammar.
English language > Tense > Study and teaching.
English language > Aspect > Study and teaching.
Anglais (Langue) > Étude et enseignement > Allophones.
Grammaire cognitive.
Linguistics.
Grammar, syntax & morphology.
Applied linguistics for ELT.
LANGUAGE ARTS & DISCIPLINES > General.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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.
  • 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.
  • 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.

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