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Titlebook: Applying Cognitive Grammar in the Foreign Language Classroom; Teaching English Ten Jakub Bielak,Mirosław Pawlak Book 2013 Springer-Verlag B

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发表于 2025-3-21 16:26:55 | 显示全部楼层 |阅读模式
期刊全称Applying Cognitive Grammar in the Foreign Language Classroom
期刊简称Teaching English Ten
影响因子2023Jakub Bielak,Mirosław Pawlak
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发行地址Introduces new concepts.Demonstrates how Cognitive Grammar can be applied to teaching structures.Provides examples and step-by-step instructions.Includes supplementary material:
学科分类Second Language Learning and Teaching
图书封面Titlebook: Applying Cognitive Grammar in the Foreign Language Classroom; Teaching English Ten Jakub Bielak,Mirosław Pawlak Book 2013 Springer-Verlag B
影响因子The monograph constitutes an attempt to demonstrate how Cognitive Grammar (CG) can be employed in the foreign language classroom with a view to aiding learners in better understanding the complexities of English grammar. Its theoretical part provides a brief overview of the main tenets of Cognitive Grammar as well as illustrating how the description of English tense and aspect can be approached from a traditional and a CG perspective. The empirical part reports the findings of an empirical study which aimed to compare the effects of instruction utilizing traditional pedagogic descriptions with those grounded in CG on the explicit an implicit knowledge of the Present Simple and Present Continuous Tenses. The book closes with the discussion of directions for further research when it comes to the application of CG to language pedagogy as well as some pedagogic implications
Pindex Book 2013
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978-3-642-43308-5Springer-Verlag Berlin Heidelberg 2013
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发表于 2025-3-22 01:57:02 | 显示全部楼层
Jakub Bielak,Mirosław PawlakIntroduces new concepts.Demonstrates how Cognitive Grammar can be applied to teaching structures.Provides examples and step-by-step instructions.Includes supplementary material:
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Second Language Learning and Teachinghttp://image.papertrans.cn/b/image/160228.jpg
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发表于 2025-3-23 07:13:05 | 显示全部楼层
Gerald Niedobitek,Hermann Herbsttures, and comparing it with that of instruction based on traditional pedagogical descriptions. Because of this focus, this book may be viewed as bridging gaps between three related but distinct areas of human knowledge and activity. These fields, which are all concerned, albeit with different empha
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