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Making Progress Simpler?: Applying Cognitive Grammar to Tense-Aspect Teaching New edition [Hardback]

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Making Progress Simpler?: Applying Cognitive Grammar to Tense-Aspect Teaching New editionPalielināt
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Permanent link: https://www.kriso.lv/db/9783631611203.html
Keywords:
Reif (linguistics, U. of Koblenz-Landau, Germany) conducted an empirical study in the context of German higher education to see whether teaching tense-aspect could be improved when rooted in the framework of cognitive grammar. She reports her results on what effects the approach had on the grammatical ability of learners, on the motivation of learners to study grammar, and on the perceived attractiveness of teaching and learning materials. These findings she sets in the context of existing empirical findings on applied cognitive linguistics. The study served as her PhD dissertation at Koblenz-Landau University. It is not indexed. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)
Introduction 9(4)
1 The Framework of Cognitive Linguistics
13(56)
1.1 Key commitments in Cognitive Linguistics
13(7)
1.2 A Cognitive Linguistic view of language
20(19)
1.3 A Cognitive Linguistic view of grammar
39(11)
1.4 Domain-general cognitive processes
50(19)
1.4.1 The notion of construal
51(6)
1.4.2 Mental scanning
57(4)
1.4.3 The principle of iconicity
61(8)
2 Descriptive Application: The English Tense-Aspect System
69(58)
2.1 Contrasting tense and aspect
69(4)
2.2 Tense: Grounding situations in reality and time
73(18)
2.2.1 Tense and reality: The existential status of situations
73(5)
2.2.2 Tense and time: The relevance time of situations
78(9)
2.2.3 The double function of tense
87(4)
2.3 Aspect: Viewing situations
91(24)
2.3.1 Aspectual categories
91(2)
2.3.2 Situations and situation types
93(6)
2.3.3 Viewing scope aspect
99(11)
2.3.4 Viewing direction aspect
110(5)
2.4 Integrating tense and aspect: A Mental Space approach
115(3)
2.5 Tense-related phenomena
118(9)
2.5.1 Non-epistemic uses of tense
118(2)
2.5.2 Tense in conditional constructions
120(2)
2.5.3 Tense in reported speech
122(5)
3 Pedagogical Application: Cognitive Grammar Meets Language Pedagogy
127(26)
3.1 The status quo in grammar teaching
127(4)
3.2 Implications of Cognitive Linguistics for grammar pedagogy
131(17)
3.3 Converging evidence from ACL studies
148(5)
4 Empirical Study: Applying Cognitive Linguistics to Tense-Aspect Teaching
153(38)
4.1 Research design
153(18)
4.1.1 Outline of empirical study
153(7)
4.1.2 Participants
160(2)
4.1.3 Treatments
162(3)
4.1.4 Research questions
165(1)
4.1.5 Research instruments
166(4)
4.1.6 Statistical tests
170(1)
4.2 Results of empirical study
171(16)
4.2.1 Grammar proficiency tests
171(12)
4.2.2 Learner essays
183(4)
4.2.3 Evaluation of course materials
187(1)
4.3 Discussion of study results
187(4)
Conclusion & Outlook 191(4)
List of References 195(22)
Appendix I Grammar Sheet "Viewing Scope Aspect" 217(8)
Appendix II Grammar Proficiency Test 225(8)
Appendix III Sample Learner Essay 233(2)
Appendix IV Survey 235(10)
List of Figures 245(2)
List of Tables 247
Monika Reif works as a lecturer and researcher at the University of Koblenz-Landau (Germany). She studied English and German Linguistics, Literature and Culture at the University of Koblenz-Landau, the University of Western Australia and University College London. In 2006 she received a teaching degree and in 2008 a masters degree. This dissertation was funded by the Graduate School for Teaching and Learning Processes (UPGradE) at Landau University.