Applying Cognitive Grammar in the Classroom: Teaching English Tense and Aspect

Bielak, Jakub; Pawlak, Mirosław

doi:10.1007/978-3-642-27455-8_5

Cited by 18 publications

(39 citation statements)

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“…An imperfective aspect makes explicit reference to the internal temporal perspective of the situation, and enables one to view the event to be in a middle stage of completion (Comrie, 1976). Although tense and aspect are different grammatical phenomena they do interact a complementary manner for temporal anchoring of events (Croft, 1998;Ter Meulen, 1995;Radden & Dirven, 2007, Part III; see also Bielak & Pawlak, 2013 for a review from the ELT perspective). Their interface works differently in different languages (Comrie, 1976, Ch.…”

Section: Time In Linguistic Construalmentioning

confidence: 99%

Complementarity of Space and Time in Distance Representations

Waliński¹

2014

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Section: Time In Linguistic Construalmentioning

confidence: 99%

Complementarity of Space and Time in Distance Representations

Waliński¹

2014

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“…A number of quasi-experimental studies (Bielak and Pawlak, 2013;Boers, 2011;Hung, 2017;Evans and Tyler, 2005;Huong, 2005;Song, Schnotz and Juchem-Grundman, 2015;Tyler, Mueller andHo, 2011 &Vasiljevic, 2011) were found relevant references for this study as they applied CL to ELT (English language teaching) in EFL (Englishas-a-foreign-language) con-texts. These studies had things in common.…”

Section: Spatial Domain Abstract Domainmentioning

confidence: 99%

“…However, this study added two productive tasks after instruction (Harmer, 2009& Norris & Ortega, 2000. A number of EFL studies inspired from cognitive linguistics had also provided productive tasks in the treatment (Bielak & Pawlak, 2013;Condon, 2002;Hama, 2005& Tyler et al, 2011). The traditional instruction was explicit and inductive.…”

Section: Instructional Treatmentmentioning

confidence: 99%

Applying Cognitive Linguistics to Teaching English Prepositions: A Quasi-Experimental Study

Hung¹,

Viên²

2018

INT J INSTRUCTION

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This quasi-experimental study aimed to investigate the effectiveness of applying cognitive linguistics (CL) to teaching English prepositions. The pretest-posttest between-group design was adopted. The participants were selected according to their previous learning experiences, regular out-of-class exposure, eagerness for joining the study, and pretest results. The spatial and metaphorical meanings of the prepositions above, among, at, behind, beside, between, in, in front of, on and under were taught in 4 sessions of 90 minutes. The Cognitive Group received CLbased instructions and the Traditional Group received instructions based on vivid pictures and verbal explanations. The findings showed that the Cognitive Group outperformed the Traditional Group in the posttest in terms of both the spatial and metaphorical meanings. It can be said that CL-based instruction can help learners improve their knowledge of the prepositions better than the traditional pedagogical application. It is recommended that applying cognitive linguistics can help students of other languages master English prepositions. The participants' responses to the questionnaires also assured research reliability and validity.

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“…In the majority of cases, the grammatical descriptions informing formfocused instruction derive from the traditional structuralist paradigm, which often neglects the semantic side of grammar by dealing with it only in general terms or ignoring important aspects thereof (Bielak & Pawlak, 2013). Recent years, however, have seen some renewed interest in the insights and pedagogical use of more meaning-oriented theories of language, such as systemic functional linguistics (Halliday & Matthiessen, 2004) or cognitive linguistics (Geeraerts, 2006;Janssen & Redeker, 1999).…”

mentioning

confidence: 99%

“…These may in turn incorporate a variety of factors governing the use of grammatical features including both linguistic and extralinguistic context and the perspective of the speaker. The potential usefulness of pointing such elements of the semantics of grammar to learners has frequently been endorsed in recent years (see e.g., Larsen-Freeman, 2003 and most of the sources listed earlier in this paragraph), but the practical efficacy of doing so has been tackled and tested much less frequently (some recent examples are Bielak & Pawlak, 2013;Król-Markefka, 2010;Tyler, Mueller, & Ho, 2010;White, 2012).…”

mentioning

confidence: 99%

Teaching the English active and passive voice with the help of cognitive grammar: An empirical study

Bielak¹,

Pawlak²,

Mystkowska-Wiertelak³

2013

SSLLT

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Functionally-oriented linguistic theories, such as cognitive grammar (CG), offer nuanced descriptions of the meanings and uses of grammatical features. A simplified characterization of the semantics of the English active and passive voice grounded in CG terms and based on the reference point model is presented, as it is the basis of the instructional treatment offered to one of the groups in the quasiexperimental study reported in the paper. The study compares the effects of feature-focused grammatical instruction covering the form and meaning/use of the English voices based on CG with those of teaching based on standard pedagogical grammar rules. The results point to relatively high effectiveness of both instructional options in fostering the use of the target structures in both more controlled and more spontaneous performance, with traditional instruction being more successful than that based on CG with respect to the latter. A possible explanation of this superiority is that the subset of the participants (n = 27) exposed to the tradi-

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Applying Cognitive Grammar in the Classroom: Teaching English Tense and Aspect

Cited by 18 publications

References 0 publications

Complementarity of Space and Time in Distance Representations

Complementarity of Space and Time in Distance Representations

Applying Cognitive Linguistics to Teaching English Prepositions: A Quasi-Experimental Study

Teaching the English active and passive voice with the help of cognitive grammar: An empirical study

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