LEADER 05536nam 2200721Ia 450 001 9910782779703321 005 20230721004219.0 010 $a1-282-19649-9 010 $a9786612196492 010 $a3-11-020538-6 024 7 $a10.1515/9783110205381 035 $a(CKB)1000000000691460 035 $a(EBL)364662 035 $a(OCoLC)476196954 035 $a(SSID)ssj0000124307 035 $a(PQKBManifestationID)11129072 035 $a(PQKBTitleCode)TC0000124307 035 $a(PQKBWorkID)10023838 035 $a(PQKB)11398400 035 $a(MiAaPQ)EBC364662 035 $a(DE-B1597)34062 035 $a(OCoLC)979749317 035 $a(DE-B1597)9783110205381 035 $a(Au-PeEL)EBL364662 035 $a(CaPaEBR)ebr10256615 035 $a(CaONFJC)MIL219649 035 $a(EXLCZ)991000000000691460 100 $a20071228d2008 uy 0 101 0 $aeng 135 $aur||#|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aCognitive approaches to pedagogical grammar$b[electronic resource] $ea volume in honour of Rene? Dirven /$fedited by Sabine De Knop, Teun De Rycker 210 $aBerlin ;$aNew York $cMouton de Gruyter$dc2008 215 $a1 recurso en línea (456 páginas) 225 1 $aApplications of cognitive linguistics ;$v9 311 $a3-11-019595-X 320 $aIncludes bibliographical references and indexes. 327 $tFrontmatter --$tTable of contents --$tBy way of introduction --$tPart I: Cognition and usage: Defining grammar, rules, models and corpora --$tThe relevance of Cognitive Grammar for language pedagogy --$tSome pedagogical implications of cognitive linguistics --$tCognitive linguistic theories of grammar and grammar teaching --$tCorpora, cognition and pedagogical grammars: An account of convergences and divergences --$tPart II: Tools for conceptual teaching: Contrastive and error analysis --$tCross-linguistic analysis, second language teaching and cognitive semantics: The case of Spanish diminutives and reflexive constructions --$tSpanish middle syntax: A usage-based proposal for grammar teaching --$tWhat can language learners tell us about constructions? --$tConceptual errors in second-language learning --$tPart III: Conceptual learning: Construal of motion, temporal structure, and dynamic action --$tMotion events in Danish and Spanish: A focus-on-form pedagogical approach --$tMotion and location events in German, French and English: A typological, contrastive and pedagogical approach --$tMaking progress simpler? Applying cognitive grammar to tense-aspect teaching in the German EFL classroom --$tAspectual concepts across languages: Some considerations for second language learning --$tThe use of passives and alternatives in English by Chinese speakers --$tBackmatter 330 $aIn the last 25 years foreign language teaching has been able to increase its efficiency through an orientation towards authentic language materials, pragmatic language functions and interactive learning methods. However, so far foreign language teaching has lacked a sufficiently strong theoretical framework to support the teaching of language in all its aspects. Arguably, such a linguistic theory has to be usage-based and cognition-oriented. Since cognitive linguistics - and especially cognitive grammar - is concerned with conceptual issues against the larger background of human cognition and because it is based on actual language use, it becomes a powerful tool for dealing adequately with the main issues of a pedagogical grammar. A pedagogical grammar aims at providing all the essential linguistic patterns considered relevant by theoretical and descriptive linguistics for the preparation of teaching materials and their exploitation in foreign language instruction. The volume contains thirteen contributions organized into three parts. In Part 1 Langacker, Taylor and Broccias introduce the basic grammar concepts, rules and models that are available in cognitive linguistics and which are directly relevant to the construction of a pedagogical grammar. Meunier, on the other hand, describes how such a grammar could benefit from corpus linguistics. Part 2 looks at some cognitive tools and conceptual errors with contributions by Danesi and Maldonado and also reconsiders contrastive analysis in the papers by Ruiz de Mendoza and Valenzuela & Rojo. Part 3, finally, discusses language-specific constraints on a number of linguistic phenomena such as the construal of motion events (papers by Cadierno and De Knop & Dirven), distinctions in the tense-aspect system (papers by Niemeier & Reif and Schmiedtová & Flecken), and voice (Chen & Oller). 410 0$aApplications of cognitive linguistics ;$v9. 606 $aLanguage and languages$xStudy and teaching 606 $aCognitive grammar 606 $aCorpora (Linguistics) 610 $aCognitive linguistics. 610 $aapplied linguistics. 610 $alanguage teaching. 610 $asecond language acquisition. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aCognitive grammar. 615 0$aCorpora (Linguistics) 676 $a407 701 $aKnop$b Sabine de$0214469 701 $aRycker$b Teun de$01500455 701 $aDirven$b Rene?$0385832 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910782779703321 996 $aCognitive approaches to pedagogical grammar$93727184 997 $aUNINA LEADER 03410nam 2200565 450 001 9910809318303321 005 20230809224237.0 010 $a1-5015-0586-6 024 7 $a10.1515/9781501505881 035 $a(CKB)3710000001386862 035 $a(MiAaPQ)EBC4866630 035 $a(DE-B1597)479493 035 $a(OCoLC)988767611 035 $a(OCoLC)989860244 035 $a(DE-B1597)9781501505881 035 $a(Au-PeEL)EBL4866630 035 $a(CaPaEBR)ebr11390725 035 $a(CaONFJC)MIL1013016 035 $a(EXLCZ)993710000001386862 100 $a20170623h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe grammar of emphasis $efrom information structure to the expressive dimension. /$fAndreas Trotzke 210 1$aBoston, [Massachusetts] ;$aBerlin, [Germany] :$cDe Gruyter Mouton,$d2017. 210 4$d©2017 215 $a1 online resource (200 pages) 225 1 $aStudies in Generative Grammar,$x0167-4331 ;$vVolume 31 311 $a1-5015-0588-2 311 $a1-5015-1503-9 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tPreface -- $tContents -- $tI. The notion of emphasis -- $t1. Introduction -- $t2. The notion of emphasis for intensity -- $tII. Empirical domains of emphasis -- $t3. Particle topicalization and emphasis for intensity -- $t4. Emphasis for intensity across clause types -- $tIII. A unified account of emphasis -- $t5. Emphasis and German clause structure -- $t6. Conclusion: From information structure to the expressive dimension -- $tReferences -- $tAppendix A -- $tAppendix B -- $tAppendix C -- $tAppendix D -- $tIndex 330 $aThis book reconsiders the linguistic notion of emphasis. For many, the concept of emphasis is confined to information structure. However, our understanding of the grammatical reflexes of emphasis is only partial as long as the expressive side of utterances is not taken into account. The book explores similarities, differences, and interactions between information structure and the expressive dimension of language in the domain of natural language grammar. Specifically, this monograph demonstrates that specific word order options, sometimes in combination with discourse particles, yield meaning effects that are typical for the expressive side of utterances and endow them with an exclamative flavor. Approaching this issue from a syntactic point of view, the book shows that there are syntactic categories (e.g., a certain class of particle verbs) and word orders (e.g., certain fronting patterns involving discourse particles) that directly connect to expressive meaning components. The work presented in this monograph combines theoretical analysis with experimental evidence from both perception and production studies. 410 0$aStudies in generative grammar ;$vVolume 31. 606 $aGrammar, Comparative and general$xSyntax 610 $aComparative Syntax. 610 $aExpressive Meaning. 610 $aInformation Structure. 615 0$aGrammar, Comparative and general$xSyntax. 676 $a415 700 $aTrotzke$b Andreas$01597938 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910809318303321 996 $aThe grammar of emphasis$93919901 997 $aUNINA