Applying Cognitive Grammar to Teaching English Past Tense and Progressive Aspect in the Foreign Language Classroom
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摘要Due to the complexity of the English tense-aspect system, tense and aspect constitute a major source of error for EFL learners. A Cognitive Grammar (CG)-based approach (e.g. Langacker, 1987b, 2008) could potentially help learners develop a more meaningful understanding of grammatical constructions due to its focus on conceptual meaning. In this quasi-experimental study, 60 participants were from three S.4 intact classes at a secondary school in Hong Kong. The three classes were randomly assigned to one of these conditions: cognitive and task-supported, task-supported, and control. The three groups took a pretest, an immediate post-test and a delayed post-test. The aim of this study is to investigate the possible effects of different types of instruction: integration of CG-inspired grammar instruction into task-supported language teaching and task-supported language teaching on the development of grammatical knowledge, particularly on the prototypical and the non-prototypical uses of past tense and progressive aspect, as measured by both controlled and free production tasks. The findings of analysis of variance procedures and t-test (p <.0001) indicate that participants from the cognitive and task-supported group outperformed the participants from the task-supported and control groups and demonstrated a more flexible and advanced use of tense-aspect morphology. This study may pave the way towards a rethinking of grammar instruction in the direction of CG-based approach.
著者Pang V. H. K.
會議名稱The 18th Annual Conference of the Japan Second Language Association
關鍵詞cognitive grammar, lexical aspect, grammatical aspect, tense, mental spaces, (un)boundedness, EFL teaching, task-supported language teaching, Chinese

上次更新時間 2018-03-07 於 17:07