Cognitive grammar on "smash": Perspectives from Langacker's framework
DOI:
https://doi.org/10.25170/ijelt.v9i2.649Keywords:
Cognitive grammar, Langacker, Pedagogy, SmashAbstract
The language system allows us to express perceived events in different ways using different linguistic resources. Ability to perform this task goes beyond the notion of prescriptive grammar, which makes no connection between language and the cognitive mind. Cognitive grammar focuses on the way we construct our ideas. Meaning is equated with conceptualization. Semantic structures are characterized Based on the ideas and theses posited by Langacker with regards to Cognitive Grammar, we seek to illustrate how our cognitive minds help us manipulate the use of language, especially the grammatical items.
References
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Harmer, J. (2007).How to teach English.Essex, UK: Pearson Longman. Langacker R.W. (1986). An introduction to cognitive grammar.Cognitive Science, 10, (pp1-40).
Langacker, R.W. (1990). Concept, Image and Symbol: the cognitive Basis of Grammar Berlin, Germany: Mouton de Gruyter.
Langacker, R.W. (1999). Grammar and Conceptualization.Berlin, Germany: Mouton de Gruyter.
Langacker, R.W. (1987). The foundations of cognitive grammar: Volume I:
Theoretical Prerequisites. Stanford, CA: Stanford University Press
Langacker, R.W. (2001). Discourse in cognitive grammar. Cognitive Linguistics12(2),143-188.
Richards, J.C. (2009). Addressing the grammar gap in task work. In J.C. Richards & W.A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 153 – 166). Cambridge: Cambridge University Press.
Swan, M. (2009). Seven bad reasons for teaching grammar – and two good ones.In J.C. Richards & W.A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 148 – 152). Cambridge: Cambridge University Press.
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Published
2013-10-31
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