Cognitive grammar in the classroom: A case study

Marcello Giovanelli*, Chloe Harrison

*Corresponding author for this work

Research output: Chapter in Book/Published conference outputChapter (peer-reviewed)peer-review


Recent studies in stylistics have identified how Cognitive Grammar offers an innovative model for analysing texts. Like other cognitive linguistic models, Cognitive Grammar is premised on the idea of embodiment, emphasizing that the way we physically interact with the world around us impacts on our production and reception of language. Though it presents a plausible model of discourse that is psychologically grounded, Cognitive Grammar’s notorious complexity and theoretical origins have meant that few studies have highlighted its potential as a pedagogical grammar in L1 contexts.

Combining an analysis of the pedagogical affordances of the model with research on reframing theoretical models of grammar for the classroom, teacher knowledge and cross-phase collaboration, this chapter explores and reflects on the process of (re)conceptualizing Cognitive Grammar as a pedagogical resource in secondary English teaching.
Original languageEnglish
Title of host publicationPedagogical Stylistics in the 21st Century
EditorsSonia Zyngier, Greg Watson
Number of pages28
ISBN (Electronic)978-3-030-83609-2 DOI
ISBN (Print)9783030836092
Publication statusPublished - 21 Feb 2022

Bibliographical note

Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.


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