247 p., num. graphs A perfect copy. - Summary: 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. - 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. ISBN 9783631611203 Sprache: Englisch Gewicht in Gramm: 550.

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Detalles bibliogr�ficos

T�tulo

Making progress simpler? Applying cognitive grammar to tense-aspect teaching. Duisburger Arbeiten zur Sprach- und Kulturwissenschaft / Duisburg Papers on Research in Language and Culture, vol. 88.

Editor

Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang

Fecha de publicaci�n

2012

Idioma

Ingl�s

ISBN 10

363161120X

ISBN 13

9783631611203

Encuadernaci�n

Originalpappband.

Estado

Sehr gut

Cat�logos de vendedores

Linguistik

Acerca de

Sinopsis

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.

Acerca del autor

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.

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