Cognitive Approaches to Pedagogical Grammar: A Volume in by Sabine De Knop, Teun De Rycker

By Sabine De Knop, Teun De Rycker

The quantity provides insights from cognitive linguistics with appreciate to grammar and their capability relevance to moment and overseas language studying and educating. After a close description of the instruments of cognitive linguistics and corpus linguistics it bargains with basic problems with a pedagogical grammar in addition to prototypical grammatical difficulties equivalent to buildings, tense-aspect-modal markers, voice, case and transitivity, the expression of movement occasions, and so on. and with functions of findings from language acquisition to moment or international language studying (conceptual mistakes and contrastive analysis).

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Extra info for Cognitive Approaches to Pedagogical Grammar: A Volume in Honour of René Dirven (Applications of Cognitive Linguistics)

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The conjugations of irregular verbs. For this CG and the usagebased approach have no magic cure. They do however suggest the reasonableness of what usually occurs in practice. , all the person, number, tense, and mood inflections of an irregular verb – and instantaneously retrieves them as needed in actual use. Instead, students tend to do what children presumably do in learning a language natively: the forms they learn first and learn best are those which occur most frequently. , several verbs forming their past tense in analogous fashion).

Thorough knowledge of a construction resides in the entire network of variants (rather than any single unit), and lower-level structures are often the most important in determining conventional usage. This leads to a final but possibly crucial pedagogical implication of the usage-based approach. A substantial proportion of what is needed to speak a language fluently tends to be ignored because it is part of neither lexicon nor grammar as these are traditionally conceived. What I have in mind are the countless units representing normal ways of saying things.

It incorporates particular ways of construing conceptual content and symbolizing the construal imposed on it. Besides the sorts of prominence already indicated, the construal embodied in grammar includes the related factors of perspective and sequentiality in the evocation of conceived entities. A local vs. a global perspective was exemplified in (1) [is winding vs. winds]. Another difference in perspective is whether a situation is viewed in terms of interacting participants or in terms of how the scene is sequentially accessed.

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