Relevant bibliographies by topics / Cognitive grammar. English language English language English language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognitive grammar. English language English language English language'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Cognitive grammar. English language English language English language.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Cognitive grammar. English language English language English language"

1

Motov, Sergei. "Teaching English grammar on linguocognitive basis." Tambov University Review. Series: Humanities, no. 179 (2019): 32–39. http://dx.doi.org/10.20310/1810-0201-2019-24-179-32-39.

Full text
Abstract:
The peculiarities of the modern educational process require new approaches to techniques and methods used in language teaching. One of the ways for optimization of lessons in fo- reign languages is aimed at integration of cognitive linguistics and its achievements into the struc-ture of such classes. The linguocognitive basis fits well into the communicative approach to teach-ing languages and allows for increased efficiency of education through using the principles and methods of cognitive science, which provides a means of explanation for a number of linguistic phenomena, including grammatical, the explanation of which is difficult within the traditional ap-proach to teaching. Certain aspects of English grammar, that are difficult to be taught, are being considered and the efficiency of methods of cognitive linguistics in their teaching is proven. We demonstrate the importance of considering cognitive metaphor as a mechanism that is crucial for teaching English prepositions and modal verbs. A number of practical researches, that have proven the high potential of classes, structured around linguocognitive basis, is provided. We also prove the possibility of integration of the methods of cognitive linguistics and the methods, developed within the traditional approach to language teaching. In conclusion we provide the arguments for the efficiency of teaching English grammar on linguocognitive basis.
APA, Harvard, Vancouver, ISO, and other styles
2

Naumenko, Liudmyla, and Yana Bilyk. "TEACHING ENGLISH GRAMMAR TO HIGH SCHOOL STUDENTS: COGNITIVE APPROACH." АRS LINGUODIDACTICAE, no. 3 (2019): 21–30. http://dx.doi.org/10.17721/2663-0303.2019.3.03.

Full text
Abstract:
Background: Cognitive approach to teaching foreign languages at high school proves rather effective given the level of intellectual development and interests of learners in their early youth. The approach, based on conscious learning, currently finds support in the documents on school reform being conducted in Ukraine. Purpose: The purpose of the article is to discuss provisions of cognitive approach to teaching a foreign language at high school and establish correlation between logical operations of thinking and types of syntactic exercises in the process of learning grammar. Discussion: Teaching grammar is a challenging task, especially if combined with the basic vocabulary taught parallelly. However, cognitively and thematically oriented exercises facilitate the learning process, making it more sensible and smoother. Cognitive grammar exercises also meet the learners’ expectations and develop their intellectual abilities, deepen memory, train attention and logical thinking. Besides developing their grammatical and lexical skills, the students acquire cognitive abilities to make a choice, find out necessary answers, solve problems, etc., which can be exceptionally useful in everyday life and professional setting. The proposed grammar exercises which are classified according to their types into multiple choice, transformation, comparing, grouping, logical thinking, formulation of definitions and language games can be further completed with different variations which will add additional quest to the learners. Results: The latest achievements of cognitive linguistics and cognitive psychology have a powerful impact on the development of new methods and approaches to language teaching. Cognitive approach to teaching foreign languages proves to be one of the most effective instruments of teaching-learning process, especially based on the knowledge of psycho-physiological development of the object of study.
APA, Harvard, Vancouver, ISO, and other styles
3

Hijazo-Gascón, Alberto, and Reyes Llopis-García. "Applied cognitive linguistics and foreign language learning. Introduction to the special issue." International Review of Applied Linguistics in Language Teaching 57, no. 1 (2019): 1–20. http://dx.doi.org/10.1515/iral-2018-2004.

Full text
Abstract:
Abstract This introduction provides an overview of the intersection between Applied Cognitive Linguistics and Second/Foreign Language Learning. First, the relevance of Cognitive Linguistics (CL) for Applied Linguistics in general is discussed. The second section explains the main principles of CL and how each relates to the acquisition of second languages: (i) language and human cognition, (ii) language as symbolic, (iii) language as motivated; and (iv) language as usage-based. Section three offers a review of previous literature on CL and L2s that are different from English, as it is one the main aims of this Special Issue to provide state-of-the-art research and scholarship to enhance the bigger picture of the field of Second Language Acquisition beyond English as the target language. Spanish as L2/FL in Applied Cognitive Linguistics is the focus of the next section, which leads to a brief overview of the papers included in the Issue, featuring Spanish as the L2 with L1s such as English, French, German and Italian. Polysemy, Motion Events Typology, Cognitive Grammar and Construction Grammar are the Cognitive Linguistics areas addressed in the contributions here presented.
APA, Harvard, Vancouver, ISO, and other styles
4

Yajun, Jiang. "Metaphors the English language lives by." English Today 18, no. 3 (2002): 55–64. http://dx.doi.org/10.1017/s0266078402003085.

Full text
Abstract:
A discussion of the centrality of imagery in the promotion and use of English worldwide. Metaphor is traditionally considered a “figure of speech”, describing one thing by stating another with which it can be compared, as discussed by rhetoricians and grammarians, from Aristotle in his Poetics and Rhetoric to I. A. Richards in The Philosophy of Rhetoric (1936) and Kenneth Burke in A Grammar of Motives (1945), a growing number of recent linguists have been trying to establish metaphor at a cognitive, conceptual level (such as Lakoff and Johnson, 1980; Gibbs, 1994).
APA, Harvard, Vancouver, ISO, and other styles
5

Bhatti, Natalia, Ekaterina Kovsh, Elena Kharitonova, and Irina Sapranova. "Grammar aspect of English and German acquisition in Russian medium." E3S Web of Conferences 210 (2020): 21005. http://dx.doi.org/10.1051/e3sconf/202021021005.

Full text
Abstract:
Bilingualism and multilingualism in education has become a reality in the modern multi-cultural world. In recent years, there have been numerous studies proving benefits from bilingual and multilingual approaches in education. Proficiency in second or third languages has many benefits starting from excellence in academic studies and easier access to global information resources and ending with personal awareness of cultural diversity of the world and global mobility. There is overwhelming evidence that English and German are the most popular languages chosen for the Unified State Exam in a foreign language in Russia. The study shows that a worthwhile investment of time and effort into grammatical aspect of language acquisition is of great value. The research is based on the data collected in an experiment involving 38 senior students of gymnasium 6 in Ivanteevka (Moscow Region, Russia). The result of the experiment proves the efficiency of the translanguaging approach to teaching English or German grammar. The successful formation of grammar skills in oral and written speech is based on the comparative analysis of the languages (L1, L2, L3). The mistakes which were predetermined by the differences in grammatical features of the target languages were eliminated by laying emphasis on developing mostly productive rather than reproductive skills. The cognitive exercises used the experiment enlarged the students` meta-disciplinary knowledge and helped them to master analytical skills. By comparing cultural, linguistic and social phenomena existing in L1, L2 and L3 the experimentees came to realize their belonging to the global community and the necessity of application of their language skills to successfully function as an equal member of this community. This approach could be widely used in comprehensive schools in the Russian Federation, adding to the positive effects on intellectual growth and enhancing students` linguistic, emotional and personal development.
APA, Harvard, Vancouver, ISO, and other styles
6

GATHERCOLE, VIRGINIA C. MUELLER, IVAN KENNEDY, and ENLLI MÔN THOMAS. "Socioeconomic level and bilinguals’ performance on language and cognitive measures." Bilingualism: Language and Cognition 19, no. 5 (2015): 1057–78. http://dx.doi.org/10.1017/s1366728915000504.

Full text
Abstract:
The performance of bilingual children and adults in Wales on Welsh and English vocabulary and grammar and on cognitive measures is re-analysed in relation to SES indicators of parental education and parental professions. Results are reported for 732 participants ranging across seven age groups from age 3 to over 60 and from four home language types, monolingual English, and bilinguals with only English at home, Welsh and English at home, or only Welsh at home. Results reveal extensive evidence of SES influence on performance, and of a complex relation of exposure in the home and SES level on performance, modulated by the age of the participant and whether one is considering the majority or minority language.
APA, Harvard, Vancouver, ISO, and other styles
7

González Alonso, Jorge, Eloi Puig-Mayenco, Antonio Fábregas, Adel Chaouch-Orozco, and Jason Rothman. "On the status of transfer in adult third language acquisition of early bilinguals." PLOS ONE 16, no. 3 (2021): e0247976. http://dx.doi.org/10.1371/journal.pone.0247976.

Full text
Abstract:
The study of linguistic transfer—understood here in terms of the copying of previous linguistic representations—seeks to reveal how domain-relevant prior language knowledge impacts the acquisition and development of new mental representations more generally. Studying sequential multilingualism offers a natural laboratory to observe cognitive-economical mechanisms that avoid redundancy in language learning. One of the key dividing questions between theories of transfer in sequential multilingualism is the extent of transfer, that is, whether a whole previous grammar is transferred (full transfer) or a potentially different source language is selected for each linguistic property (property-by-property transfer). We adopted a novel methodological approach to this question, examining four different linguistic properties from unrelated domains of grammar across the three languages of a heterogeneous population of highly proficient, early Catalan/Spanish bilinguals with different degrees of language dominance and order of acquisition, at the very beginning of (adult) L3 English. Results are variably complex across the different properties, but compatible with a scenario where one of the previous languages, Catalan, was selected as the basis for the initial L3 English grammar of these speakers. We discuss the theoretical implications of these findings.
APA, Harvard, Vancouver, ISO, and other styles
8

Sekelj, Ana, and Irene Rigo. "Teaching English Grammar in Primary School." Tabula : periodicus Facultatis philosophicae Polensis; rivista della Facoltà di lettere e filosofia; Journal od the Faculty of Humanities No. 9 (2011): 188–99. http://dx.doi.org/10.32728/tab.09.2011.14.

Full text
Abstract:
This paper deals with English grammar and its position in the language teaching process. Grammar was for long taught for its own sake and this approach has done more harm than good because such knowledge of an algebraic kind of accuracy does not give learners the ability to communicate in real life situations. Fluency and accuracy are complementary and interdependent phenomena. Grammar does not work in isolation, but it should be used to preserve semantic relationships and to consider the discoursal factors. A new departure should be seen in which pedagogical grammar with consciousness raising will play an active role in the acquisition of the language. Teaching grammar at primary school begins with mechanistic drill exercises in the first phase and is gradually transformed into cognitive in the third phase. The teaching process should proceed in concentric circles spreading progressively the knowledge of the precedent phases.
APA, Harvard, Vancouver, ISO, and other styles
9

ADGER, DAVID, and GRAEME TROUSDALE. "Variation in English syntax: theoretical implications." English Language and Linguistics 11, no. 2 (2007): 261–78. http://dx.doi.org/10.1017/s1360674307002250.

Full text
Abstract:
This article provides an overview of the relationship between studies of syntactic variation in dialects of English and theoretical accounts of language structure. In the first section of the article, we provide a discussion of the place of syntactic variation within various subdisciplines of linguistic enquiry: we address issues such as I- and E-language, the place of Standard English in linguistic theory, and interfaces between traditional dialectology, variationist sociolinguistics, and theoretical linguistics. These interfaces suggest the need for a clarification of the nature and status of the (morpho)syntactic variable, which we provide in section 3; and in section 4, we examine the way in which (morpho)syntactic variation is treated within a number of theoretical models – for instance, Principles and Parameters theory, HPSG, OT, and cognitive linguistics (including Word Grammar and Construction Grammar) – all of which feature in the other articles in this special issue.
APA, Harvard, Vancouver, ISO, and other styles
10

Supakorn, Patnarin, Min Feng, and Wanida Limmun. "Strategies for Better Learning of English Grammar: Chinese vs. Thais." English Language Teaching 11, no. 3 (2018): 24. http://dx.doi.org/10.5539/elt.v11n3p24.

Full text
Abstract:
The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach to learning strategies. To fill in these gaps, this study aimed at finding the grammar learning strategies adopted by high school students as well as exploring the national differences between Chinese and Thai students. The results showed that in general the strategies significantly taken up by the high achievers in the grammar test included the metacognitive, the memory, the social and the cognitive. In terms of the national differences, the strategies that characterized the Thai students were the social and the affective. Regarding the Chinese, even though they generally applied all strategy categories at lower frequencies, they were found to prefer different sub-strategies in the following three categories: memory (revision and space reliance), cognitive (note taking) and metacognitive (lesson preview). The findings lead to implications for learners of grammar, interesting future research in grammar strategies and culturally responsive grammar teaching.
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Cognitive grammar. English language English language English language"

1

Caissie, Roland. "English verb phrase grammar prototypes for speakers of other languages : a cognitive approach to facilitate second language English composition /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9351.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Polzenhagen, Frank. "Cultural conceptualisations in West African English : a cognitive-linguistic approach /." Frankfurt am Main [u.a.] : Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016163259&line_number=0004&func_code=DB_RECORDS&service_type=MEDIA.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Witkowska-Stadnik, Katarzyna Hawkins Bruce Wayne. "Variability in interlanguage as a result of imagery alternatives a case study /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219090.

Full text
Abstract:
Thesis (D.A.)--Illinois State University, 1991.<br>Title from title page screen, viewed January 5, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Sandra Metts, Janice Neuleib, Margaret Steffensen. Includes bibliographical references (leaves 180-190) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
4

Hamrick, Phillip. "The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Benom, Carey. "An empirical study of English 'through' : lexical semantics, polysemy, and the correctness fallacy /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404336481&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 342-374). Also available for download via the World Wide Web; free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
6

Ulloa, Iván de Jesús Davis. "The –Ing construction in the language pair English/Spanish: radiality and subjectification." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/6684.

Full text
Abstract:
Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-19T13:01:57Z No. of bitstreams: 1 ivandejesusdavisulloa.pdf: 4109944 bytes, checksum: 8a0b82e567d54d97d2f83b8dab5844b7 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-19T13:12:02Z (GMT) No. of bitstreams: 1 ivandejesusdavisulloa.pdf: 4109944 bytes, checksum: 8a0b82e567d54d97d2f83b8dab5844b7 (MD5)<br>Made available in DSpace on 2018-04-19T13:12:02Z (GMT). No. of bitstreams: 1 ivandejesusdavisulloa.pdf: 4109944 bytes, checksum: 8a0b82e567d54d97d2f83b8dab5844b7 (MD5) Previous issue date: 2018-03-27<br>O objetivo do presente trabalho é identificar, descrever e analisar a construção –ING no par linguístico inglês/espanhol. A construção exibe uma série de usos na língua inglesa e ensiná-la ou traduzi-la para usuários de outras línguas impõe alguns desafios. No caso de falantes de língua espanhola como público alvo, a maioria tende a interpretar a construção como sendo verbal, no aspecto progressivo, o que representa apenas uma função da construção. No tocante ao referencial teórico, a pesquisa é baseada no trabalho de Langacker (1987, 1990, 1991, 2006, 2008) com o intuito de investigar o uso da construção. A Teoria dos Protótipos (ROSCH, 1973), as Categorias Radiais (BRUGMAN, 1981; LAKOFF, 1987), e a Gramática das Construções (FILLMORE & KAY, 1999; GOLDBERG, 1995, 2006), além da abordagem semântica sobre a construção –ING (WIERZBICKA, 1988), serão essenciais para a descrição da construção sob uma perspectiva conceptual. Com relação à metodologia, assume-se uma abordagem tanto quantitativa quanto qualitativa dos dados (COOK, T.D. & REICHARDT, C.S., 1979; RICHARDSON, R. J.,1985; CRESWELL, J., 2010), compilados a partir de um corpus bilíngue paralelo no par linguístico Inglês/Espanhol, de 1199 ocorrências da construção –ING. A hipótese central do estudo é que a construção, em sua função verbal progressiva, é mais central ou prototípica (ROSCH, 1973) em relação à sua rede construcional, envolvendo outras funções, quais sejam, nominal, adjetival e adverbial. Essas funções, por sua vez, assumem posições mais periféricas e se relacionam com a função verbal por meio de relações de extensão metafórica (GOLDBERG, 1995, 2006). Argumenta-se, então, que essas relações estabelecem um continuum entre as funções, variando de um nível mais concreto, mais ancorado no contexto de fala a um nível mais abstrato, mais subjetificado (LANGACKER, 1990). Por meio de uma análise baseada em corpus (BERBER SARDINHA, 2002, 2004) argumenta-se, por fim, que existe uma organização radial (BRUGMAN, 1981; LAKOFF, 1987) para a construção –ING, que passa de um domínio mais concreto, mais situado ou “ancorado” no evento de fala e se torna, assim, mais objetificado (como “processo”) a um domínio mais abstrato, menos situado, menos ancorado no evento de fala e, portanto, mais subjetificado (como “coisa”) (LANGACKER, 2008).<br>The aim of this dissertation is to identify, describe and analyze the –ING construction from the English language. The –ING construction has a number of uses in the English language and either teaching or translating it to speakers of other languages poses some challenges. In the case of having Spanish speakers as audience, most of them tend to interpret the construction as a verbal one, in the progressive aspect, which is only one function of the construction. As for the theoretical framework, we chiefly based our research on Langacker’s work (1987, 1990, 1991, 2008) in order to account for this construction. We also rely on Prototype Theory (ROSCH, 1973), Radial Categories (BRUGMAN, 1981; LAKOFF, 1987), and Construction Grammar (FILLMORE & KAY, 1999; GOLDBERG, 1995, 2006), apart from a semantic approach to the –ING construction (WIERZBICKA, 1988), which will be essential for describing the –ING construction from a conceptual perspective. In regard to methodology we take both a quantitative and qualitative approach to data (COOK, T.D. & REICHARDT, C.S., 1979; RICHARDSON, R.J., 1985; CRESWELL, J., 2010) compiled from an English/Spanish parallel corpus of 1199 verbal –ING occurrences. Our main hypothesis is that the –ING construction, in its verbal function, is more central or prototypical (ROSCH, 1973) in respect to its conceptual network and its other functions, namely nominal, adjectival and adverbial. These functions, in turn, exhibit a more peripheral role and are linked to the verbal function through metaphorical extension relationships (GOLDBERG, 1995, 2006). These relationships, we argue, establish a continuum between these functions, going from the most or more grounded level up to the most abstract, subjectified level. By performing a corpus-based analysis of the data (BERBER-SARDINHA, 2002, 2004) we finally argue that there is a radial organization (BRUGMAN, 1981; LAKOFF, 1987) for the –ING construction, which goes from a more concrete level, being this more situated or “grounded” (LANGACKER, 1987, 1990, 1991, 2008) and thus more objectified (as a “here and now process”), until it gets to a more abstract level, therefore, less situated and more subjectified (taken as a “thing”) (LANGACKER, 2008).
APA, Harvard, Vancouver, ISO, and other styles
7

Gustin, Edward Louis. "A semantic analysis of 'get' and its acquisition by students of English in Macau : a cognitive approach." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586626.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Watson, Annabel Mary. "First-language English teachers' beliefs about grammar and the relationship of espoused beliefs to pedagogical practice." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3719.

Full text
Abstract:
This thesis presents an investigation into the beliefs held by practising teachers of L1 (first language) English in English secondary schools about the value of teaching grammar. Through case studies, it also relates beliefs to pedagogical practice. The study was conducted in two phases. The participants in the first phase were thirty-one teachers, all of whom were taking part in the ESRC-funded Grammar for Writing? project (grant number RES-062-23-0775). Participants taught three writing schemes to their year eight class over the course of a year, and were observed and interviewed once during each scheme. The interviews elicited their beliefs about the teaching of writing in general and about teaching sentence level grammar in particular. The interview data were inductively analysed to explore the participants’ espoused beliefs. The case-study participants in the second phase were three volunteers from the original cohort. These teachers were each observed for a period of three weeks, teaching their own writing schemes to key stage three classes. Stimulated recall interviews were used to capture their reflections on their teaching practices, and think-aloud protocols were used to capture their thinking as they assessed writing samples. Phase one and two data were analysed to explore some of the different ways in which teachers practise grammar teaching, along with the matches, mismatches and tensions between their practice and their espoused beliefs. The findings are presented using a model which explores teachers’ conceptual, affective and evaluative beliefs about grammar, along with episodic influences. The study is significant in offering an up-to-date picture of teachers’ beliefs and practice in this highly-contested aspect of English, as well as in offering insights into the relationships between conceptual, affective and evaluative aspects of belief, and into some of the causes reported by teachers for mismatches and tensions between beliefs and practices.
APA, Harvard, Vancouver, ISO, and other styles
9

Wang, Fu-Chuan. "An integration of cognitive academic language proficiency and content-based instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2297.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Koike, Takeshi. "The analysis of the genitive case in Old English within a cognitive grammar framework, based on the data from Ælfic's Catholic Homilies First Series." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/8371.

Full text
Abstract:
The primary aim of the present study is to give a semantic/conceptual analysis to the genitive case in Old English (= OE) within a Cognitive Grammar (=CG) framework (specifically Langacker's version; Langacker 1987, 1991) and explain the diversity of its use (adnominal, adverbal, adjectival, prepositional, and adverbial), as constituting a coherent network, wherein all variants share a unified semantic structure. My analysis is partly based on Roman Jakobson's (1936/1971) study on the Russian case system, which is recast and updated within a CG framework. Pivotal to my analysis of the semantic structure of the genitive case is the notion of "deprofile", whereby an already profiled (i.e. most prominent) entity in a given predicate becomes unprofiled, to reduce the amount of attention drawn onto the designatum, making it conceptually less prominent. Specifically, the function of the genitive case in OE is to deprofile the profile of the nominal predicate to which the genitive inflection is attached. The crucial claim is that a genitive nominal is a nominal predicate, in that it still profiles a region in some domain, in accordance with the schematic characterisation of the semantic structure of a noun in CG. The nominal character of a genitive nominal means that it can occur in various syntactic contexts where any other nominal expression can occur, namely in a position for a verbal, adverbial, and prepositional complement, as well as in a modifier/complement position for a noun. This account ties in with the subsequent history of the genitive case after the end of the OE period, in which some of its uses became obsolete, especially the partitive function of adnominal genitive, and all functions of the adverbal, adjectival, prepositional genitives. The cumulative effect of this is that a genitive nominal ceased to be a nominal predicate, and its determinative character which had already existed in OE side by side with its nominal character, became grammaticalised during the ME period as a general function of a genitive nominal. Chapter l outlines the history of the genitive case from OE to early ME, to introduce the problems to be dealt with in this dissertation, particularly the diversity of the genitive functions. Reviews of some previous studies relevant to the problems are also provided. Chapter 2 and 3 introduce the framework of CG. Chapter 2 summarises some basic assumptions about grammar, and Chapter 3 focuses on how syntactic issues are dealt with in CG, based on the assumptions summarised in Chapter 2. Here I also introduce Langacker's (1991) and Taylor's (1996) account of a Present Day English possessive construction, using Langacker's reference point analysis, and examine its applicability to the OE genitive. As an alternative, the notion of deprofile will be introduced. Chapters 4 and 5 are the application to the actual examples of genitive nominals, taken from Ælfric's Catholic Homilies first series; Chapter 4 deals with adnominal genitive, and chapter 5 covers all the non-adnominal genitives. Finally, Chapter 6 discusses how the diversity of the genitive functions in OE and its subsequent history may be accounted for in the light of the findings in this study.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Cognitive grammar. English language English language English language"

1

René, Dirven, ed. Cognitive English grammar. John Benjamins Pub., 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

R, Taylor John. Possessives in English: An exploration in cognitive grammar. Clarendon Press, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Morphosyntactic alternations in English: Functional and cognitive perspectives. Equinox Pub. Ltd, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hamawand, Zeki. Atemporal complement clauses in English: A cognitive grammar analysis. LINCOM Europa, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Drogosz, Anna. Reflexivization in English and Polish: A cognitive grammar approach. Uniwersytet Warmińsko-Mazurski, Instytut Neofilologii, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cultural conceptualisations in West African English: A cognitive-linguistic approach. Peter Lang, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hudson, Richard A. An introduction to word grammar. Cambridge University Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Broccias, Cristiano. The English change network: Forcing changes into schemas. Mouton de Gruyter, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Cognitive approaches to English: Fundamental, methodological, interdisciplinary and applied aspects. Cambridge Scholars, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Heyvaert, Liesbet. A cognitive-functional approach to nominalization in English. Mouton de Gruyter, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Cognitive grammar. English language English language English language"

1

Bielak, Jakub, and Mirosław Pawlak. "Applying Cognitive Grammar in the Classroom: Teaching English Tense and Aspect." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-27455-8_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bielak, Jakub, and Mirosław Pawlak. "Traditional and Cognitive Grammar Descriptions of the English Present Tense, Progressive Aspect, and Stative and Dynamic Verbs." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-27455-8_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Michońska-Stadnik, Anna. "The Relationship Between Impulsive/Reflective Cognitive Style and Success in Grammar Acquisition in English as a Foreign Language." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-23547-4_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Leech, Geoffrey. "Grammar: Words (and Phrases)." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Leech, Geoffrey. "Grammar: Phrases (and Clauses)." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Leech, Geoffrey. "Grammar: Clauses (and Sentences)." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Leech, Geoffrey. "Grammar: Words (and Phrases)." In English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Leech, Geoffrey. "Grammar: Phrases (and Clauses)." In English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Leech, Geoffrey. "Grammar: Clauses (and Sentences)." In English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jones, Robert C. "Americn English grammar." In Toward an Understanding of Language. John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/cilt.40.07jon.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Cognitive grammar. English language English language English language"

1

Shirokikh, Anna Yurievna. "An experimental tailor-made ESP course: experience of teaching English to students of Economics." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.

Full text
Abstract:
The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics. Students' responsibility, the use of online resources and students' freedom in selection of teaching materials are viewed as key elements of the approach. the methodology of the course is worked out on the basis of close teacher-student interactin in and out of class. The results indicate that despite the fact that the course was time-consuming for both teachers and students, there are some positive results in respect of increased proffessional vocabulary range, levels of motivation and cognition.
APA, Harvard, Vancouver, ISO, and other styles
2

Tayal, Madhuri A., M. M. Raghuwanshi, and Latesh Malik. "Syntax Parsing: Implementation Using Grammar-Rules for English Language." In 2014 International Conference on Electronic Systems, Signal Processing and Computing Technologies (ICESC). IEEE, 2014. http://dx.doi.org/10.1109/icesc.2014.71.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Koleeva, Elmira R. "Developing English Language Competence Of Math Students." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.91.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vula, Elsa. "Cognitive linguistics approach from ELT (English Language Teaching)." In The 3rd Virtual Multidisciplinary Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/quaesti.2015.3.1.214.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

ROZA, Veni, Hermawati SYARIF, Desmawati RADJAB, and M. ZAIM. "Textual Enhancement-Based Grammar Instructional Design for English Students." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Jazil, Syaiful, Laras Ayuningtyas Manggiasih, Kurnia Firdaus, Puri Mega Chayani, and S. H. Nely Rahmatika. "Students’ Attitudes Towards the Use of Google Forms as an Online Grammar Assessment Tool." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Park, Jong C., Martha Palmer, and Gay Washburn. "An English grammar checker as a writing aid for students of English as a second language." In the fifth conference. Association for Computational Linguistics, 1997. http://dx.doi.org/10.3115/974281.974296.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Juhaeni, Nikmatul Jazilah, Layni Zuhrotin Isnaini, and Hidayatu R. Khoiru Fadilah. "Grammar Translation Method and Discovery Learning to Learn Tenses: Which is Better for Indonesian Students?" In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.060.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chen, Guoliang. "The analysis of ambiguity in English language based on structural grammar." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6201955.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Muzdalifah, Astria, and Nicke Moecharam. "Cultural Content in English Textbook - Visual Grammar Analyis." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007161700410045.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Cognitive grammar. English language English language English language"

1

Vandehey, Daniel. Led Down the Garden Path: Cognitive Processing of English Language Idioms. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7228.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Communicative English Language Grammar (intermediate level). OFERNIO, 2017. http://dx.doi.org/10.12731/ofernio.2017.22606.

Full text
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography