Verfügbarkeit: Task-based grammar teaching of English

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

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Bibliographische Detailangaben
1. Verfasser:	Niemeier, Susanne 1960- (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Tübingen Narr Francke Attempto [2017]
Schriftenreihe:	Narr Studienbücher
Schlagworte:	Kognitive Grammatik Handlungsorientiertes Lernen Mündliche Kommunikation Sprachkompetenz Englischunterricht
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	264 Seiten Illustrationen, Diagramme
ISBN:	9783823381303 382338130X

Internformat

MARC


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Datensatz im Suchindex

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adam_text	INHALT 0. INTRODUCTION .............................................................. 9 PART I: DIDACTIC AND LINGUISTIC THEORY .............................................................. 13 1. GRAMMAR IN THE FOREIGN LANGUAGE CLASSROOM ........................................................... 15 1.1 CURRENT SITUATION ................................................................................................ 15 1.2 A BRIEF HISTORY OF GRAMMAR TEACHING ................................................................ 16 2. TASK-BASED LANGUAGE TEACHING .................................................................................... 23 2.1 THE DEVELOPMENT OF TASK-BASED LANGUAGE TEACHING .......................................... 25 2.2 THE TASK CYCLE .................................................................................................... 31 2.2.1 PRE-TASK .................................................................................................... 32 2.2.2 TASK ................................................................................... 33 2.2.3 LANGUAGE FOCUS ........................................................................................ 35 2.3 THE ROLE OF GRAMMAR IN TASK-BASED LANGUAGE TEACHING .................................... 37 3. COGNITIVE GRAMMAR .................................................................................................... 45 3.1 THE DEVELOPMENT OF COGNITIVE LINGUISTICS ........................................................ 45 3.1.1 EMBODIMENT .......................................................................................... 48 3.1.2 LEXIS-GRAMMAR CONTINUUM .................................................................... 49 3.1.3 CATEGORIZATION ........................................................................................ 50 3.1.4 USAGE-BASED PERSPECTIVE . ........................................................................ 52 3.1.5 PERSPECTIVE ON LANGUAGE ACQUISITION ...................................................... 53 3.2 THE COGNITIVE GRAMMAR PERSPECTIVE ON LANGUAGE ............................................ 55 3.2.1 THE CENTRALITY OF MEANING ...................................................................... 56 3.2.2 CONSTRUAL ................................................................................................ 57 3.3 PEDAGOGICAL APPLICATIONS OF COGNITIVE GRAMMAR .............................................. 60 3.3.1 ADVANTAGES OF APPLIED COGNITIVE GRAMMAR ............................................ 61 3.3.2 RESEARCH ON APPLIED COGNITIVE GRAMMAR .............................................. 64 4. COGNITIVE GRAMMAR AND TASK-BASED LANGUAGE TEACHING 73 PART II: CASE STU D IES ..................................................................................................... 77 5 . TENSE ............................................................................................................................. 81 5.1 A COGNITIVE GRAMMAR PERSPECTIVE ON TENSE ...................................................... 81 5.2 THE PRESENT TENSE ............................................................................................... 83 5.2.1 FORM ......................................................................................................... 84 5.2.2 MEANING ................................................................................................... 84 5.2.3 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION ................................ 86 5.2.4 THE TASK CYCLE ........................................................................................... 88 5.2.5 ALTERNATIVES ............................................................................................. 91 5.3 THE PAST TENSE ..................................................................................................... 92 5.3.1 FORM ......................................................................................................... 92 5.3.2 MEANING ................................................................................................... 93 5.3.3 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION ................................ 94 5.3.4 THE TASK CYCLE ........................................................................................... 96 5.3.5 ALTERNATIVES ............................................................................................. 99 6. ASPECT ......................................................................................................................... 103 6.1 FORM ........................................................................................................... 104 6.2 MEANING ............................................................................................................. 105 6.2.1 LEXICAL ASPECT ......................................................................................... 106 6.2.2 GRAMMATICAL ASPECT .......................................................................... 107 6.2.3 NON-PROTOTYPICAL USES OF ASPECT ............................................... 109 6.3 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION .......................................... 112 6.4 THE TASK CYCLE ................................................................................................... 114 6.5 ALTERNATIVES ....................................................................................................... 117 7 . MODALITY ..................................................................................................................... 121 7.1 FORM ................................................................................................................... 122 7.2 MEANING ............................................................................................................. 125 7.2.1 ROOT MODALITY ............................ 126 7.2.2 EPISTEMIC MODALITY .......................................................................... 130 7.3 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION .......................................... 135 7.4 THE TASK CYCLE ................................................................................................... 140 7.5 ALTERNATIVES ...................................................................... 144 8. CONDITIONALS ............................................................................................................... 147 8.1 FORM ................................................................................................................... 147 8.2 MEANING ............................................................................................................. 148 8.2.1 MENTAL SPACE THEORY .......................................................................... 149 8.2.2 POTENTIALITY SPACE ................................................................................... 150 8.3 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION .......................................... 152 8.4 THE TASK CYCLE ................................................................................................... 154 8.5 ALTERNATIVES ....................................................................................................... 156 9 . THE PASSIVE VOICE ...................................................................................................... 159 9.1 FORM .................................................................................................................. 159 9.2 MEANING ............................................................................................................ 161 9.2.1 HIGHLIGHTING FUNCTION .......................................................................... 161 9.2.2 RESEARCH RESULTS ........................ 162 9.3 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION .......................................... 166 9.4 THE TASK CYCLE .................................................................................................. 167 9.5 ALTERNATIVES .......................... 170 10 . PREPOSITIONS .............................................................................................................. 173 10.1 FORM .................................................................................................................. 174 10.2 MEANING ............................................................................................................ 174 10.2.1 METAPHORIZATION .................................................................................... 175 10.2.2 PROTO-SCENES .......................................................................................... 179 10.3 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION .......................................... 182 10.4 THE TASK CYCLE .................................................................................................. 185 10.5 ALTERNATIVES ...................................................................................................... 187 11 . PHRASAL VERBS .............................................................................................................. 191 11.1 FORM .................................................................................................................. 191 11.2 MEANING ............................................................................................................ 193 11.2.1 SEMANTIC NETWORKS OF THE PARTICLES ...................................................... 194 11.2.2 ANALYSES OF THE PARTICLES UP, DOWN, OUT AND IN .................................... 196 11.3 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION .......................................... 203 11.4 THE TASK CYCLE .................................................................................................. 205 11.5 ALTERNATIVES ...................................................................................................... 207 12 . VERB COMPLEMENTATION ............................................................................................ 209 12.1 FORM .................................................................................................................. 209 12.2 MEANING ............................................................................................................ 210 12.2.1 ICONICITY ................................................................................................ 211 12.2.2 THE COMPLEMENTIZERS .......................................................................... 212 12.3 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION .......................................... 218 12.4 THE TASK CYCLE .................................................................................................. 222 12.5 ALTERNATIVES ...................................................................................................... 224 13 . PRONOUNS .................................................................................................................. 227 13.1 FORM .................................................................................................................. 228 13.2 A COGNITIVE-LINGUISTIC PERSPECTIVE ON PRONOUNS ............................................ 229 13.3 PERSONAL PRONOUNS .......................................................................................... 231 13.3.1 MEANING ................................................................................................ 231 13.3.2 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION .............................. 234 13.3.3 THE TASK CYCLE ........................................................................................ 236 13.3.4 ALTERNATIVES .......................................................................................... 237 134 POSSESSIVE PRONOUNS ......................................................................................... 238 134.1 MEANING ................................................................................................. 238 134.2 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION .............................. 240 13.4.3 THE TASK CYCLE ......................................................................................... 241 13.4.4 ALTERNATIVES ........................................................................................... 243 14. ARTICLES .................................................... 247 14.1 FORM ................................................................................................................... 248 14.2 MEANING ............................................................................................................. 250 14.2.1 DEFINITENESS VS. INDEFINITENESS ............................................................ 250 14.2.2 BOUNDEDNESS VS. UNBOUNDEDNESS ........................................................ 254 14.3 COMMUNICATIVE SITUATION AND DIDACTIC REDUCTION .......................................... 255 144 THE TASK CYCLE ................................................................................................... 257 14.5 ALTERNATIVES ..................................................................................................... 259 15. CONCLUSION ................................................................................................................. 263
any_adam_object	1
author	Niemeier, Susanne 1960-
author_GND	(DE-588)112212530
author_facet	Niemeier, Susanne 1960-
author_role	aut
author_sort	Niemeier, Susanne 1960-
author_variant	s n sn
building	Verbundindex
bvnumber	BV044419761
classification_rvk	HD 150 HD 153 HD 154 HD 196
ctrlnum	(OCoLC)1011107996 (DE-599)DNB113594606X
dewey-full	400
dewey-hundreds	400 - Language
dewey-ones	400 - Language
dewey-raw	400
dewey-search	400
dewey-sort	3400
dewey-tens	400 - Language
discipline	Sprachwissenschaft Anglistik / Amerikanistik
format	Book
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spelling	Niemeier, Susanne 1960- Verfasser (DE-588)112212530 aut Task-based grammar teaching of English where cognitive grammar and task-based language teaching meet Susanne Niemeier Tübingen Narr Francke Attempto [2017] 264 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Narr Studienbücher Kognitive Grammatik (DE-588)4232699-0 gnd rswk-swf Handlungsorientiertes Lernen (DE-588)4139726-5 gnd rswk-swf Mündliche Kommunikation (DE-588)4138539-1 gnd rswk-swf Sprachkompetenz (DE-588)4077722-4 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf Englischunterricht (DE-588)4014801-4 s Kognitive Grammatik (DE-588)4232699-0 s Handlungsorientiertes Lernen (DE-588)4139726-5 s Mündliche Kommunikation (DE-588)4138539-1 s Sprachkompetenz (DE-588)4077722-4 s DE-604 Narr Francke Attempto Verlag (DE-588)1065142838 pbl Erscheint auch als Online-Ausgabe 9783823391302 DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029821389&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Niemeier, Susanne 1960- Task-based grammar teaching of English where cognitive grammar and task-based language teaching meet Kognitive Grammatik (DE-588)4232699-0 gnd Handlungsorientiertes Lernen (DE-588)4139726-5 gnd Mündliche Kommunikation (DE-588)4138539-1 gnd Sprachkompetenz (DE-588)4077722-4 gnd Englischunterricht (DE-588)4014801-4 gnd
subject_GND	(DE-588)4232699-0 (DE-588)4139726-5 (DE-588)4138539-1 (DE-588)4077722-4 (DE-588)4014801-4
title	Task-based grammar teaching of English where cognitive grammar and task-based language teaching meet
title_auth	Task-based grammar teaching of English where cognitive grammar and task-based language teaching meet
title_exact_search	Task-based grammar teaching of English where cognitive grammar and task-based language teaching meet
title_full	Task-based grammar teaching of English where cognitive grammar and task-based language teaching meet Susanne Niemeier
title_fullStr	Task-based grammar teaching of English where cognitive grammar and task-based language teaching meet Susanne Niemeier
title_full_unstemmed	Task-based grammar teaching of English where cognitive grammar and task-based language teaching meet Susanne Niemeier
title_short	Task-based grammar teaching of English
title_sort	task based grammar teaching of english where cognitive grammar and task based language teaching meet
title_sub	where cognitive grammar and task-based language teaching meet
topic	Kognitive Grammatik (DE-588)4232699-0 gnd Handlungsorientiertes Lernen (DE-588)4139726-5 gnd Mündliche Kommunikation (DE-588)4138539-1 gnd Sprachkompetenz (DE-588)4077722-4 gnd Englischunterricht (DE-588)4014801-4 gnd
topic_facet	Kognitive Grammatik Handlungsorientiertes Lernen Mündliche Kommunikation Sprachkompetenz Englischunterricht
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029821389&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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