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Applying cognitive linguistics and task-supported language teaching to instruction of English conditional phrases
| Content Provider | Semantic Scholar |
|---|---|
| Author | Jacobsen, Natalia Dolgova |
| Copyright Year | 2012 |
| Abstract | Due to their internal complexity, English conditional phrases (e.g., “If it rains tomorrow, we will cancel the picnic”; “If John had come to the party yesterday, he would have told you his favorite joke”; etc.) represent a great challenge for L2 learners. Researchers cannot agree on the unified conditional meaning or comprehensive classification of their forms, while most ESL grammar books lack precise explanations of conditionals as a category, relying largely on explanation of form rather than meaning, and ignoring conditional usage patterns in different contexts. On the other hand, cognitive linguistic research on conditionals (Dancygier, 1998; Dancygier and Sweetser, 2005) does address the intrinsic complexity of conditional constructions in a way that could potentially be very beneficial for L2 learners, as it highlights the conditional meaning and its functions in multiple usage contexts. The aim of this dissertation is to address the existing problems in the current state of pedagogical representation and instruction of conditionals by developing and testing methodological solutions, informed both by cognitive linguistic theory and research in taskbased pedagogy. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://repository.library.georgetown.edu/bitstream/handle/10822/557722/Jacobsen_georgetown_0076D_11900.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
