From theoretical to pedagogical grammar: The challenges of writing a textbook on cognitive grammar

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

Ronald Langacker’s Cognitive Grammar (Langacker 1987, 1991, 2008) offers an innovative and psychologically-plausible model for analysing texts and discourses. It is, however, fundamentally a theoretical grammar and despite receiving considerable interest from applied linguists, there have been few successful attempts to present it in a suitable and accessible pedagogical format to support students undertaking textual analysis for the first time. This chapter examines the process by which we worked on our forthcoming book Cognitive Grammar in Stylistics: A Practical Guide (Giovanelli and Harrison 2018). Through a number of examples, we outline the various decisions we faced and made in reconfiguring key aspects of Cognitive Grammar in order to present and articulate the model for novice learners. In doing so, we examine how the process of writing the book helped our own understanding of the affordances and limitations of Cognitive Grammar and led us to re-evaluate the pedagogical value per se of Langacker’s model.
Original languageEnglish
Title of host publicationNew Directions in Cognitive Grammar and Style
EditorsMarcello Giovanelli, Chloe Harrison, Louise Nuttall
PublisherBloomsbury
Publication statusAccepted/In press - 2020

Publication series

NameAdvances in Stylistics

Fingerprint

Pedagogical Grammar
Cognitive Grammar
Textbooks
Ronald W. Langacker
Novice
Textual Analysis
Grammar
Student Support
Discourse
Affordances

Cite this

Giovanelli, M., & Harrison, C. (Accepted/In press). From theoretical to pedagogical grammar: The challenges of writing a textbook on cognitive grammar. In M. Giovanelli, C. Harrison, & L. Nuttall (Eds.), New Directions in Cognitive Grammar and Style (Advances in Stylistics). Bloomsbury.
Giovanelli, Marcello ; Harrison, Chloe. / From theoretical to pedagogical grammar: The challenges of writing a textbook on cognitive grammar. New Directions in Cognitive Grammar and Style. editor / Marcello Giovanelli ; Chloe Harrison ; Louise Nuttall. Bloomsbury, 2020. (Advances in Stylistics).
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abstract = "Ronald Langacker’s Cognitive Grammar (Langacker 1987, 1991, 2008) offers an innovative and psychologically-plausible model for analysing texts and discourses. It is, however, fundamentally a theoretical grammar and despite receiving considerable interest from applied linguists, there have been few successful attempts to present it in a suitable and accessible pedagogical format to support students undertaking textual analysis for the first time. This chapter examines the process by which we worked on our forthcoming book Cognitive Grammar in Stylistics: A Practical Guide (Giovanelli and Harrison 2018). Through a number of examples, we outline the various decisions we faced and made in reconfiguring key aspects of Cognitive Grammar in order to present and articulate the model for novice learners. In doing so, we examine how the process of writing the book helped our own understanding of the affordances and limitations of Cognitive Grammar and led us to re-evaluate the pedagogical value per se of Langacker’s model.",
author = "Marcello Giovanelli and Chloe Harrison",
year = "2020",
language = "English",
series = "Advances in Stylistics",
publisher = "Bloomsbury",
editor = "Marcello Giovanelli and Chloe Harrison and Louise Nuttall",
booktitle = "New Directions in Cognitive Grammar and Style",

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Giovanelli, M & Harrison, C 2020, From theoretical to pedagogical grammar: The challenges of writing a textbook on cognitive grammar. in M Giovanelli, C Harrison & L Nuttall (eds), New Directions in Cognitive Grammar and Style. Advances in Stylistics, Bloomsbury.

From theoretical to pedagogical grammar: The challenges of writing a textbook on cognitive grammar. / Giovanelli, Marcello; Harrison, Chloe.

New Directions in Cognitive Grammar and Style. ed. / Marcello Giovanelli; Chloe Harrison; Louise Nuttall. Bloomsbury, 2020. (Advances in Stylistics).

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

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AB - Ronald Langacker’s Cognitive Grammar (Langacker 1987, 1991, 2008) offers an innovative and psychologically-plausible model for analysing texts and discourses. It is, however, fundamentally a theoretical grammar and despite receiving considerable interest from applied linguists, there have been few successful attempts to present it in a suitable and accessible pedagogical format to support students undertaking textual analysis for the first time. This chapter examines the process by which we worked on our forthcoming book Cognitive Grammar in Stylistics: A Practical Guide (Giovanelli and Harrison 2018). Through a number of examples, we outline the various decisions we faced and made in reconfiguring key aspects of Cognitive Grammar in order to present and articulate the model for novice learners. In doing so, we examine how the process of writing the book helped our own understanding of the affordances and limitations of Cognitive Grammar and led us to re-evaluate the pedagogical value per se of Langacker’s model.

M3 - Chapter (peer-reviewed)

T3 - Advances in Stylistics

BT - New Directions in Cognitive Grammar and Style

A2 - Giovanelli, Marcello

A2 - Harrison, Chloe

A2 - Nuttall, Louise

PB - Bloomsbury

ER -

Giovanelli M, Harrison C. From theoretical to pedagogical grammar: The challenges of writing a textbook on cognitive grammar. In Giovanelli M, Harrison C, Nuttall L, editors, New Directions in Cognitive Grammar and Style. Bloomsbury. 2020. (Advances in Stylistics).