Abstract
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.
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 language | English |
|---|---|
| Title of host publication | Pedagogical Stylistics in the 21st Century |
| Editors | Sonia Zyngier, Greg Watson |
| Publisher | Palgrave Macmillan |
| ISBN (Electronic) | 978-3-030-83609-2 DOI |
| ISBN (Print) | 978-3-030-83608-5 |
| Publication status | Published - 2021 |