De Knop Sabine, De Rycker Teun (Editors). Cognitive Approaches to Pedagogical Grammar

Mouton de Gruyter, 2008. — x, 444 pages. — (Applications of Cognitive Linguistics). — ISBN: 978-3-11-019595-8.Cognitive Grammar offers a natural and promising basis for language instruction. It advances a conceptual account of linguistic meaning which, by showing how alternate expressions construe the same situation in subtly different ways, renders comprehensible the varied means of expression a language provides. This conceptual semantics is not confined to lexicon but also extends to grammar: every grammatical element or construction imposes a particular construal on the situation being described. Grammar can thus be presented as an array of meaningful options whose ranges of application are in large measure predictable. Also important is the usage based nature of Cognitive Grammar. Language structure emerges by abstraction from usage events, embracing all dimensions of how expressions are understood by interlocutors in the social, cultural, and discourse context. Implications for language learning include the importance of non-descriptive modes of speech, the need to produce and understand appropriate expressions in a natural context, and the dependence of fluent speech on mastery of a vast array of conventional expressions and phraseology.Cognition and usage: Defining grammar, rules, models and corpora
The relevance of Cognitive Grammar for language pedagogy
Some pedagogical implications of cognitive linguistics
Cognitive linguistic theories of grammar and grammar teaching
Corpora, cognition and pedagogical grammars: An account of convergences and divergences
Tools for conceptual teaching: Contrastive and error analysis
Cross-linguistic analysis, second language teaching and cognitive semantics: The case of Spanish diminutives and reflexive constructions
Spanish middle syntax: A usage-based proposal for grammar teaching
What can language learners tell us about constructions?
Conceptual errors in second-language learning
Conceptual learning: Construal of motion, temporal structure, and dynamic action
Motion events in Danish and Spanish: A focus on form pedagogical approach
Motion and location events in German, French and English: A typological, contrastive and pedagogical approach
Making progress simpler? Applying cognitive grammar to tense aspect teaching in the German EFL classroom
Aspectual concepts across languages: Some considerations for second language learning
The use of passives and alternatives in English by Chinese speakers