Making progress simpler? : applying cognitive grammar to tense-aspect teaching
著者
書誌事項
Making progress simpler? : applying cognitive grammar to tense-aspect teaching
（Duisburger Arbeiten zur Sprach- und Kulturwissenschaft = Duisburg papers on research in language and culture, Bd. 88 = v. 88）
Peter Lang, 2012
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注記
Originally presented as the author's thesis (doctoral)--University of Koblenz-Landau, 2010
Includes bibliographical references (p. 195-215)
内容説明・目次
内容説明
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.
目次
Contents: A description of the English tense-aspect system from the perspective of Cognitive Linguistics - Empirical study on tense-aspect teaching in the German higher education context - Langacker's Cognitive Grammar - Fauconnier's Mental Space Theory.
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