Making Progress Simpler? : Applying Cognitive Grammar to Tense-Aspect Teaching

Monika Reif

ISBN 10: 363161120X / ISBN 13: 9783631611203

Editore: Peter Lang, 2011

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Druck auf Anfrage Neuware - Printed after ordering - This study presents a new approach to tense-aspect teaching from the perspective of Cognitive Linguistics. Its aims are twofold: first, to provide a coherent account of the English tense-aspect system. To this end, a synthesis of Langacker's Cognitive Grammar theory and Fauconnier's Mental Space approach will be put forward. Second, to test the applicability and effectiveness of CL-informed learning materials in the language classroom. For that purpose, an empirical analysis was conducted involving German students of English at an upper-intermediate level. The study therefore addresses linguists and language teachers alike.

Codice articolo 9783631611203

Dati bibliografici

• Titolo: Making Progress Simpler? : Applying Cognitive Grammar to Tense-Aspect Teaching
• Editore: Peter Lang
• Data di pubblicazione: 2011
• Lingua: Inglese
• ISBN 10: 363161120X
• ISBN 13: 9783631611203
• Rilegatura: Buch
• Condizione: Neu
• Dimensioni: 216 L x 153 A x 17 P (millimetri) 216 millimetri di larghezza per 153 millimetri di altezza per 17 millimetri di profondità
• Peso: 443 grammi

Descrizione articolo

Riassunto

This study presents a new approach to tense-aspect teaching from the perspective of Cognitive Linguistics. Its aims are twofold: first, to provide a coherent account of the English tense-aspect system. To this end, a synthesis of Langacker’s Cognitive Grammar theory and Fauconnier’s Mental Space approach will be put forward. Second, to test the applicability and effectiveness of CL-informed learning materials in the language classroom. For that purpose, an empirical analysis was conducted involving German students of English at an upper-intermediate level. The study therefore addresses linguists and language teachers alike.

Informazioni sull?autore

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 master’s degree. This dissertation was funded by the Graduate School for Teaching and Learning Processes (UPGradE) at Landau University.