By Franka Kermer
This quantity hyperlinks Cognitive Grammar reasons to the realm of second-language studying and urged grammar educating. It represents a contribution to empirically dependent wisdom selling a brand new standpoint at the technique of educating and studying approximately English language buildings. The theoretical a part of the ebook offers an outline of the fundamental tenets of Cognitive Grammar, and discusses parts of the speculation which are of an important value for realizing English demanding and element constructions. the second one half brings jointly those fields of research and assessments a Cognitive Grammar method of instructing demanding and element to much less complex freshmen of English. To this finish, an experimental research was once performed, evaluating the consequences of Cognitive Grammar-inspired guideline at the language studying strategy with these of educating equipment which hire extra conventional grammatical descriptions. As such, the publication is of specific relevance to Cognitive Grammar examine, and second-language studying and educating learn, and for novices and lecturers of a overseas language.
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Additional resources for A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context
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 [. ] in the German learner subcorpus” (Ibid, p. 266). Contrastive analysis of the German and English present perfect and simple past might reveal why appropriate use and successful application is repeatedly referred to as an obstacle to successful learning for learners from various L1 backgrounds.
They found that the children in their study were able to apply the -ed suffix to regular verbs but failed to add it to verbs ending in -d or -t, such as beat, put, set, cut and spread. This small group of verbs end in [t] or, more rarely, in [d], these 12 In the relevant literature, entrenchment is also referred to as pragmatic strengthening (Niemeier, 2013; Traugott, 1989; Tyler & Evans, 2001). Throughout the thesis, the two terms are used interchangeably. The Framework of Cognitive Grammar: Basic Tenets 27 being exactly the phonetic elements associated with the simple past tense (Taylor, 2002, p.
A slash (/) indicates the symbolic relationship between the two poles, as in [[CAT]/[kæt]]; in graphical representations, a symbolic link of any kind (symbolisation, categorisation, or integration) is indicated by a horizontal line. 32 Chapter Two our physical experiences. Bergen continues this line of thinking by noting that language is like these other cognitive functions in that it, too, depends on embodied simulation. While we listen or read sentences, we simulate seeing the scenes and performing the actions that are described.
A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context by Franka Kermer