Grammatical Categories in Linguistics and Education.

Format:

Book

Author/Creator:

Härtl, Holden.

Contributor:

Zaychenko, Katharina.

Series:

Trends in Applied Linguistics [TAL] Series

Trends in Applied Linguistics [TAL] Series ; v.37

Language:

English

Subjects (All):

Cognitive grammar.

Language and languages--Study and teaching.

Language and languages.

Physical Description:

1 online resource (306 pages)

Edition:

1st ed.

Place of Publication:

Basel/Berlin/Boston : De Gruyter, Inc., 2024.

Summary:

This volume, edited by Ulrike Jessner, Holden Härtl, and Katharina Zaychenko, explores the integration of grammatical categories in linguistics and applied linguistics with language pedagogy. It examines how theoretical insights from various linguistic frameworks, such as Universal Grammar and Construction Grammar, can enhance language teaching methods. The book emphasizes the role of cognitive linguistics and morphological knowledge in facilitating language acquisition and improving communicative skills. By bridging the gap between linguistic theory and educational practice, the work aims to provide educators with tools to incorporate complex grammatical structures into language instruction, thereby enriching learners' understanding and use of the target language. Generated by AI.

Contents:

Contents

Introduction

Section 1: Theorizing linguistic concepts

(Reflexively) marked and unmarked anticausatives in grammars of German: A model for foreign/second language learners

A Programme for L1 Norwegian grammar teaching on generative grounds

Discourse grammar, discourse coherence, and discourse relations: Evidence from editing-based tasks for teaching English

Section 2: Connecting linguistic research and language pedagogy

“Translating” insights of theoretical linguistics into educational settings – with a special focus on resources for Hungarian as L1

On the use of (second) language acquisition research for grammar education – a language-acquisition-sensitive approach

Section 3: The role of empirical data

What can a corpus do for foreign language teaching? An activity proposal for Chinese learners of Portuguese

Learning the perfective/imperfective aspectual alternation in L2 Italian through a Cognitive Grammar-inspired pedagogy: A quasi-experimental study

Setting the base for an “acquisitionally informed pedagogy”: The case of the French verbal system

Section 4: Implementing linguistic categories into the foreign language learning classroom

Visualizing English and Swabian tense semantics in the classroom

Taking cognizance of variation and CLI effects in foreign language learning: The case of the English present perfect

Teaching and learning the comparative in German: The role of semantic notions

Conclusion

Index Generated by AI.

Notes:

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

9783111140803

3111140806

OCLC:

1463083316