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1. |
Record Nr. |
UNINA9910461921803321 |
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Autore |
Langacker Ronald W |
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Titolo |
Concept, image, and symbol [[electronic resource] ] : the cognitive basis of grammar / / Ronald W. Langacker |
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Pubbl/distr/stampa |
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Berlin ; ; New York, : Mouton de Gruyter, 1991 |
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Descrizione fisica |
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1 online resource (408 pages) |
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Collana |
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Cognitive Linguistics Research [CLR] ; ; v.1 |
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Disciplina |
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Soggetti |
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Cognitive grammar |
Grammar, Comparative and general |
Grammar |
Language and languages |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Preface; 1. Introduction; 1. Linguistic semantics; 2. Dimensions of imagery; 3. Grammar as image; 4. Grammatical organization; 5. Grammatical classes; 6. Grammatical constructions; 7. Conclusion; 2. Inside and outside in Cora; 1. Theoretical preliminaries; 2. Enclosure; 3. Topographical domain; 4. Accessibility; 5. Scope; 6. Implications; 3. Nouns and verbs; 1. Issues; 2. Basic concepts; 3. Bounding; 4. Interconnection; 5. Count vs. mass nouns; 6. Relations; 7. Processes; 8. Motivation; 9. Perfective vs. imperfective processes; 10. Progressives; 11. Abstract nouns; 12. Conclusion |
4. The English passive 1. Grammar and analyzability; 2. Descriptive framework; 3. The passive construction; 5. Abstract motion; 1. Basic concepts and assumptions; 2. The characterization of verbs; 3. Objective motion; 4. Subjective motion; 5. Avenues of semantic extension; 6. Grammatical valence; 1. Canonical instances; 2. Non-canonical instances; 3. Further departures from the canon; 4. Scope and morphological layering; 7. Active zones; 1. The phenomenon; 2. Analysis; 3. Grammatical implications; 8. The Yuman auxiliary; 9. Transitivity, case, and grammatical relations |
1. The conception of actions and events 2. Unmarked linguistic coding; |
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3. Marked coding; 4. Case; 5. Causative constructions; 10. A usage-based model; 1. Two conceptions of generality; 2. The network conception; 3. General applicability; 4. Distribution; 5. Conclusion; 11. Autonomy and agreement; 1. The autonomy issue; 2. The symbolic alternative; 3. Grammatical markings; 4. Agreement; 5. Conclusion; 12. Subjectification; 1. Perspective; 2. Grounding; 3. The nature of subjectification; 4. A spatial example; 5. The future sense of 'go'; 6. Modals; 7. Possession and perfect aspect; 8. Conclusion |
Final remarks Notes; Chapter 1; Chapter 2; Chapter 3; Chapter 4; Chapter 5; Chapter 6; Chapter 7; Chapter 8; Chapter 9; Chapter 10; Chapter 11; Chapter 12; Bibliography; Index |
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Sommario/riassunto |
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This research monograph develops and illustrates an innovative theory of linguistic structure, called ""cognitive grammar"", and applies it to representative phenomena in English and other languages. Cognitive grammar views language as an integral fact of cognition and claims that grammatical structure cannot be understood or revealingly described independently of semantic considerations. It argues that grammar forms a continuum with the lexicon and is reducible to symbolic relationships (i.e. form-meaning pairings), and consequently that all valid grammatical constructs have some kind of |
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2. |
Record Nr. |
UNINA9910139189703321 |
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Titolo |
Ethisches Lernen in der allgemeinen Erwachsenenbildung / / Helga Gisbertz, Gerhard Kruip, Markus Tolksdorf |
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Pubbl/distr/stampa |
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Bielefeld, : wbv Publikation, 2010 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (223 p.) |
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Collana |
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Disciplina |
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Soggetti |
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Ausbildung |
Bildung |
Bildungspraxis |
Bundesministerium für Bildung und Forschung |
Dozenten |
Erwachsenenbildung |
Ethik |
Kompetenzen |
Kursleitung |
Lernarrangements |
Lernprozess |
Universität |
Volkshochschule |
allgemeine Erwachsenenbildung |
Bildungsethik |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters. |
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Nota di contenuto |
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Ethisches Lernen in der allgemeinen Erwachsenenbildung Inhaltsverzeichnis des Buches Grußwort des BMBF Vorwort (Tolksdorf, Kruip, Gisbertz) 1. Ethisches Lernen in der Erwachsenenbildung -Grundsatzartikel unter Berücksichtigung des Basispapiers (Kruip/Winkler) 2. Das Projekt "Ethisches Lernen in der allgemeinen Erwachsenenbildung" (Gisbertz) 3. Das Schulungskonzept und seine Wirkungen in der Bildungspraxis (Hohmann) 4. Artikel zu den Forschungsergebnissen / Beantwortung der Forschungsfragen |
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(Kruip / Breu / Fricke) 5. Ein Artikel aus Sicht der Projektstandorte zu den Konsequenzen der Projektteilnahme für die eigene Arbeit (Gisbertz) 6. Empfehlungen (Hohmann / Fricke) 7. Ausblick (Tolksdorf, Kruip, Gisbertz) 8. Glossar (Kruip) |
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Sommario/riassunto |
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In unserer komplexen Gesellschaft sind ethische Orientierungen kaum mehr in der Lage, dauerhaft als Richtschnur für das eigene Handeln zu dienen. Auch in der Erwachsenenbildung stehen daher ethische Haltungen immer wieder auf dem Prüfstand; auch dort, wo das Veranstaltungsthema dies zunächst nicht erwarten lässt. Die Katholische Bundesarbeitsgemeinschaft für Erwachsenenbildung ist deshalb - mit Unterstützung durch das Bundesministerium für Bildung und Forschung - der Frage nachgegangen, wie ethische Fragen, die innerhalb einer Kursveranstaltung entstehen, aufgenommen und bearbeitet werden sollten. Die Autoren des vorliegenden Bandes machen deutlich, welche Chancen im Aufgreifen impliziter ethischer Themen in der allgemeinen Erwachsenenbildung liegen, welche Methoden dafür geeignet sind und was getan werden kann, damit Dozentinnen und Dozenten ihre dafür notwendigen Kompetenzen weiter entwickeln können. Adult education thrives on discussions and the debate on current affairs. Time and again moral issues are raised in seminars The Catholic Federal Association for Adult Education intends to strengthen ethical learning as a cross-sectional task of general adult educational programmes. The book gives examples of various teaching and learning settings in actual educational practice and works out situations where questions of ethics and morals may arise. It also presents a teaching concept for course instructors that will help them to achieve a professional structure and support for such learning processes. The Editors Helga Gisbertz, Project Director until 2009, is now departmental head at the VHS (Adult Education Centre) Viersen. Gerhard Kruip is Professor of Christian Anthropology and Social Ethics at the University of Mainz and Director of the Research Institute for Philosophy in Hanover whose service ended in July 2009. Markus Tolksdorf was in charge of the projects as national director of the KBE .( Federal Association for Adult Education) and presently is the head of the educational centre of the Akademie Schönbrunn, Dachau Markt Indersdorf. |
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