Making Progress Simpler?

This study presents a new approach to tense-aspect teaching from the perspective of Cognitive Linguistics. Its aims are twofold: first, to provide a coherent account of the English tense-aspect system. To this end, a synthesis of Langacker's Cognitive Grammar theory and Fauconnier's Mental Space approach will be put forward. Second, to test the applicability and effectiveness of CL-informed learning materials in the language classroom. For that purpose, an empirical analysis was conducted involving German students of English at an upper-intermediate level. The study therefore addresses linguists and language teachers alike.

Autorentext

Monika Reif works as a lecturer and researcher at the University of Koblenz-Landau (Germany). She studied English and German Linguistics, Literature and Culture at the University of Koblenz-Landau, the University of Western Australia and University College London. In 2006 she received a teaching degree and in 2008 a master s degree. This dissertation was funded by the Graduate School for Teaching and Learning Processes (UPGradE) at Landau University.

Inhalt

Contents: A description of the English tense-aspect system from the perspective of Cognitive Linguistics Empirical study on tense-aspect teaching in the German higher education context Langacker s Cognitive Grammar Fauconnier s Mental Space Theory.