Task-based grammar teaching of English: Where cognitive grammar and task-based language teaching meet

✍ Scribed by Susanne Niemeier

• Publisher: Narr Dr. Gunter
• Year: 2017
• Tongue: English
• Leaves: 267
• Category: Library

✦ Table of Contents

1. Introduction
   PART I: Didactic and linguistic theory
   1. Grammar in the foreign language classroom
      1.1 Current situation
      1.2 A brief history of grammar teaching
   2. Task-based language teaching
      2.1 The development of task-based language teaching
      2.2 The task cycle
      2.2.1 Pre-task
      2.2.2 Task
      2.2.3 Language focus
      2.3 The role of grammar in task-based language teaching
   3. Cognitive grammar
      3.1 The development of cognitive linguistics
      3.1.1 Embodiment
      3.1.2 Lexis-grammar continuum
      3.1.3 Categorization
      3.1.4 Usage-based perspective
      3.1.5 Perspective on language acquisition
      3.2 The cognitive grammar perspective on language
      3.2.1 The centrality of meaning
      3.2.2 Construal
      3.3 Pedagogical applications of cognitive grammar
      3.3.1 Advantages of applied cognitive grammar
      3.3.2 Research on applied cognitive grammar
   4. Cognitive grammar and task-based language teaching
      PART II: Case studies
   5. Tense
      5.1 A cognitive grammar perspective on tense
      5.2 The present tense
      5.2.1 Form
      5.2.2 Meaning
      5.2.3 Communicative situation and didactic reduction
      5.2.4 The task cycle
      5.2.5 Alternatives
      5.3 The past tense
      5.3.1 Form
      5.3.2 Meaning
      5.3.3 Communicative situation and didactic reduction
      5.3.4 The task cycle
      5.3.5 Alternatives
   6. Aspect
      6.1 Form
      6.2 Meaning
      6.2.1 Lexical aspect
      6.2.2 Grammatical aspect
      6.2.3 Non-prototypical uses of aspect
      6.3 Communicative situation and didactic reduction
      6.4 The task cycle
      6.5 Alternatives
   7. Modality
      7.1 Form
      7.2 Meaning
      7.2.1 Root modality
      7.2.2 Epistemic modality
      7.3 Communicative situation and didactic reduction
      7.4 The task cycle
      7.5 Alternatives
   8. Conditionals
      8.1 Form
      8.2 Meaning
      8.2.1 Mental Space Theory
      8.2.2 Potentiality space
      8.3 Communicative situation and didactic reduction
      8.4 The task cycle
      8.5 Alternatives
   9. The passive voice
      9.1 Form
      9.2 Meaning
      9.2.1 Highlighting function
      9.2.2 Research results
      9.3 Communicative situation and didactic reduction
      9.4 The task cycle
      9.5 Alternatives
   10. Prepositions
       10.1 Form
       10.2 Meaning
       10.2.1 Metaphorization
       10.2.2 Proto-scenes
       10.3 Communicative situation and didactic reduction
       10.4 The task cycle
       10.5 Alternatives
   11. Phrasal verbs
       11.1 Form
       11.2 Meaning
       11.2.1 Semantic networks of the particles
       11.2.2 Analyses of the particles up, down, out and in
       11.3 Communicative situation and didactic reduction
       11.4 The task cycle
       11.5 Alternatives
   12. Verb complementation
       12.1 Form
       12.2 Meaning
       12.2.1 Iconicity
       12.2.2 The complementizers
       12.3 Communicative situation and didactic reduction
       12.4 The task cycle
       12.5 Alternatives
   13. Pronouns
       13.1 Form
       13.2 A cognitive-linguistic perspective on pronouns
       13.3 Personal pronouns
       13.3.1 Meaning
       13.3.2 Communicative situation and didactic reduction
       13.3.3 The task cycle
       13.3.4 Alternatives
       13.4 Possessive pronouns
       13.4.1 Meaning
       13.4.2 Communicative situation and didactic reduction
       13.4.3 The task cycle
       13.4.4 Alternatives
   14. Articles
       14.1 Form
       14.2 Meaning
       14.2.1 Definiteness vs. indefiniteness
       14.2.2 Boundedness vs. unboundedness
       14.3 Communicative situation and didactic reduction
       14.4 The task cycle
       14.5 Alternatives
   15. Conclusion