Cognitive Approaches to Pedagogical Grammar: A Volume in Honour of René Dirven

Published by De Gruyter Mouton 2008

Cognitive Approaches to Pedagogical Grammar

A Volume in Honour of René Dirven

Edited by: Sabine De Knop and Teun De Rycker

Volume 9 in the series Applications of Cognitive Linguistics [ACL]

https://doi.org/10.1515/9783110205381

Overview
Contents

About this book

In the last 25 years foreign language teaching has been able to increase its efficiency through an orientation towards authentic language materials, pragmatic language functions and interactive learning methods. However, so far foreign language teaching has lacked a sufficiently strong theoretical framework to support the teaching of language in all its aspects. Arguably, such a linguistic theory has to be usage-based and cognition-oriented. Since cognitive linguistics - and especially cognitive grammar - is concerned with conceptual issues against the larger background of human cognition and because it is based on actual language use, it becomes a powerful tool for dealing adequately with the main issues of a pedagogical grammar. A pedagogical grammar aims at providing all the essential linguistic patterns considered relevant by theoretical and descriptive linguistics for the preparation of teaching materials and their exploitation in foreign language instruction.

The volume contains thirteen contributions organized into three parts. In Part 1 Langacker, Taylor and Broccias introduce the basic grammar concepts, rules and models that are available in cognitive linguistics and which are directly relevant to the construction of a pedagogical grammar. Meunier, on the other hand, describes how such a grammar could benefit from corpus linguistics. Part 2 looks at some cognitive tools and conceptual errors with contributions by Danesi and Maldonado and also reconsiders contrastive analysis in the papers by Ruiz de Mendoza and Valenzuela & Rojo. Part 3, finally, discusses language-specific constraints on a number of linguistic phenomena such as the construal of motion events (papers by Cadierno and De Knop & Dirven), distinctions in the tense-aspect system (papers by Niemeier & Reif and Schmiedtová & Flecken), and voice (Chen & Oller).

Author / Editor information

Sabine De Knop, Facultés universitaires Saint-Louis, Brussels, Belgium; Teun De Rycker, Lessius Hogeschool, Antwerpen, Belgium.

Topics

Frontmatter Requires Authentication Unlicensed Licensed Download PDF	I
Table of contents Requires Authentication Unlicensed Licensed Download PDF	VII
By way of introduction Sabine Knop and Teun Rycker Requires Authentication Unlicensed Licensed Download PDF	1
Part I: Cognition and usage: Defining grammar, rules, models and corpora
The relevance of Cognitive Grammar for language pedagogy Ronald W. Langacker Requires Authentication Unlicensed Licensed Download PDF	7
Some pedagogical implications of cognitive linguistics John R. Taylor Requires Authentication Unlicensed Licensed Download PDF	37
Cognitive linguistic theories of grammar and grammar teaching Cristiano Broccias Requires Authentication Unlicensed Licensed Download PDF	67
Corpora, cognition and pedagogical grammars: An account of convergences and divergences Fanny Meunier Requires Authentication Unlicensed Licensed Download PDF	91
Part II: Tools for conceptual teaching: Contrastive and error analysis
Cross-linguistic analysis, second language teaching and cognitive semantics: The case of Spanish diminutives and reflexive constructions Francisco José Ruiz Mendoza Ibáñez Requires Authentication Unlicensed Licensed Download PDF	121
Spanish middle syntax: A usage-based proposal for grammar teaching Ricardo Maldonado Requires Authentication Unlicensed Licensed Download PDF	155
What can language learners tell us about constructions? Javier Valenzuela Manzanares and Ana María Rojo López Requires Authentication Unlicensed Licensed Download PDF	197
Conceptual errors in second-language learning Marcel Danesi Requires Authentication Unlicensed Licensed Download PDF	231
Part III: Conceptual learning: Construal of motion, temporal structure, and dynamic action
Motion events in Danish and Spanish: A focus-on-form pedagogical approach Teresa Cadierno Requires Authentication Unlicensed Licensed Download PDF	259
Motion and location events in German, French and English: A typological, contrastive and pedagogical approach Sabine Knop and René Dirven Requires Authentication Unlicensed Licensed Download PDF	295
Making progress simpler? Applying cognitive grammar to tense-aspect teaching in the German EFL classroom Susanne Niemeier and Monika Reif Requires Authentication Unlicensed Licensed Download PDF	325
Aspectual concepts across languages: Some considerations for second language learning Barbara Schmiedtová and Monique Flecken Requires Authentication Unlicensed Licensed Download PDF	357
The use of passives and alternatives in English by Chinese speakers Liang Chen and John W. Oller Requires Authentication Unlicensed Licensed Download PDF	385
Backmatter Requires Authentication Unlicensed Licensed Download PDF	417

(Deutsch)

Language: English
Publisher: De Gruyter Mouton
Audience: Cognitive Linguists, Cognitive Scientists, Applied Linguists (especially SLA/FLT), Language Teaching Professionals, Academic Libraries
Pages
- Front matter: 10
- Main content: 444
Keywords: Cognitive linguistics; applied linguistics; second language acquisition; language teaching

eBook

Published: August 27, 2008
ISBN: 9783110205381

Hardcover

Published: February 27, 2008
ISBN: 9783110195958