Applying cognitive grammar in the foreign language classroom teaching english tense and aspect

Second Language Learning and Teaching Series Editor Mirosław Pawlak For further volumes: http://www.springer.com/series/10129 About the Series The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught Jakub Bielak · Mirosław Pawlak Applying Cognitive Grammar in the Foreign Language Classroom Teaching English Tense and Aspect 13 Jakub Bielak Mirosław Pawlak Faculty of Pedagogy and Fine Arts Department of English Studies Adam Mickiewicz University Kalisz Poland ISSN 2193-7648 ISSN 2193-7656 (electronic) ISBN 978-3-642-27455-8 (eBook) ISBN 978-3-642-27454-1 DOI 10.1007/978-3-642-27455-8 Springer Heidelberg New York Dordrecht London Library of Congress Control Number: 2012948291 © Springer-Verlag Berlin Heidelberg 2013 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer Permissions for use may be obtained through RightsLink at the Copyright Clearance Center Violations are liable to prosecution under the respective Copyright Law The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made The publisher makes no warranty, express or implied, with respect to the material contained herein Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Acknowledgments The authors would like to cordially thank the authorities, teachers, and students of Zespół Szkół Ekonomicznych w Kaliszu [Kalisz Vocational Schools of Economics] for enabling and helping them to carry out the research necessary to write this book For their invaluable assistance, kindness, and patience, the authors direct special thanks to two of the school’s teachers, Klaudia Klamka and Magdalena Sztandera Autorzy serdecznie dzie˛kuja˛ dyrekcji, nauczycielom oraz uczniom Zespołu Szkół Ekonomicznych w Kaliszu za umoz˙liwienie i pomoc w przeprowadzeniu badan´ niezbe˛dnych napisania niniejszej ksia˛z˙ki Za ich nieoceniona˛ pomoc, życzliwość i cierpliwość im okazaną, autorzy kierują szczególne podziękowania dwóch nauczycielek tej szkoły, Klaudii Klamki i Magdaleny Sztandery v Contents 1 Introduction Introduction to Cognitive Grammar 2.1 Introduction 2.2 Cognitive Linguistics and Cognitive Grammar 2.3 Symbolic Nature of Conventional Linguistic Units 12 2.3.1 The Symbolic Thesis and Symbolic Units 12 2.3.2 Linguistic and Unit Status of Language Elements and their Conventionality 17 2.4 Grammar as a Structured Inventory of Conventional Linguistic Units 19 2.4.1 Symbolization: Semantic and Phonological Space 19 2.4.2 Categorization 26 2.5 Grammar as an Inventory 43 2.6 Cognitive Abilities 45 2.6.1 Correspondences and Transformations 45 2.6.2 Construal 47 2.7 Conclusion 52 Traditional and Cognitive Grammar Descriptions of the English Present Tense, Progressive Aspect, and Stative and Dynamic Verbs 57 3.1 Introduction 57 3.2 Traditional Descriptions 58 3.2.1 General Characteristics of the English Present Tense, Progressive Aspect, and Stative and Dynamic Verbs 63 3.2.2 The English Present Tense, Progressive Aspect, and Stative and Dynamic Verbs in Descriptive/Reference Grammars and Practical/Pedagogical Grammars 66 3.3 Cognitive Grammar Descriptions of the English Present Tense, Progressive Aspect, and Stative and Dynamic Verbs 75 vii viii Contents 3.4 Traditional and Cognitive Grammar Descriptions in Comparison and Contrast 83 3.5 Conclusion 87 Pedagogical Options in Grammar Teaching 89 4.1 Introduction 89 4.2 Implicit and Explicit Knowledge, Learning and Instruction 91 4.3 Current Perspectives on Teaching and Learning Grammar 92 4.3.1 Non-Interventionist Positions 93 4.3.2 Pro-Intervention Positions 100 4.4 Some Options in Pedagogical Grammar 120 4.4.1 Cognitive Grammar and Traditional Grammar as Bases of Pedagogical Grammar 122 4.4.2 Cognitive Grammar and Grammar Teaching: Pedagogical Proposals and Research Results 131 4.5 Conclusion 136 Applying Cognitive Grammar in the Classroom: Teaching English Tense and Aspect 139 5.1 Introduction 139 5.2 Research Questions and Experimental Design 140 5.3 Pilot Study 142 5.4 Participants 145 5.5 Choice of Target Forms 147 5.6 Instructional Treatment 151 5.6.1 Traditional Treatment 154 5.6.2 Cognitive Treatment 156 5.7 Instruments and Procedures of Data Collection and Analysis 165 5.8 Results and Discussion 173 5.8.1 Participants’ Performance on the Explicit Knowledge Test 173 5.8.2 Results and Discussion of the Implicit Knowledge Test 197 5.8.3 The Questionnaire 204 5.9 Conclusion 210 Conclusions and Implications 215 Appendix A: Cognitive Treatment Handout 221 Appendix B: Traditional Treatment Handout 225 Appendix C: Cognitive Treatment Power Point Presentation 229 Appendix D: Traditional Treatment Power Point Presentation 247 Appendix E: The Written Test 253 Contents ix Appendix F: The Oral Elicited Imitation Test 263 Appendix G: Questionnaire for COG 265 Appendix H: Questionnaire for TRAD 269 References 273 Index 291 Abbreviations ANOVA CG CL CTRL COG L1 L2 PPP SLA TRAD Analysis of variance Cognitive Grammar Cognitive linguistics The control group The cognitive group First language Second language Presentation, practice, production Second language acquisition The traditional group xi References 281 Kardela, Henryk 2000 Dimensions and parameters in grammar Studies in A/D asymmetries and subjectivity relations in Polish Lublin: Maria Curie-Skłodowska University Press Kardela, Henryk 2011 The psychological reality of grammar A cognitive linguistics perspective In New perspectives in language, discourse and translation studies, eds Mirosław Pawlak and Jakub Bielak, 43-60 Heidelberg: Springer Kay, Paul, and Charles J Fillmore 1999 Grammatical constructions and linguistic generalizations: The What’s X doing Y construction Language 75: 1-34 Klein, Wolfgang, and Clive Perdue 1992 Utterance structure: 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In Focus on form in classroom second language acquisition, eds Catherine Doughty and Jessica Williams, 139-155 Cambridge: Cambridge University Press Index A Abstraction, 46, 51, 52 Access node, 23–25 Acquisition-learning hypothesis, 96 Acquisition order, 94, 96, 101 Adjective, 29, 36–39, 118, 177 Advance organizer, 106 Adverb, 29, 36–39, 41, 101, 150, 167 Affect, 28, 112, 125, 129, 166, 218 Affective activity, 107 Affective filter, 97 Affective filter hypothesis, 97 Aktionsart, 64, 65 Analysis of variance, 171, 173, 175, 176, 179–182, 197–199 Analytic teaching strategy, 114 ANOVA See Analysis of variance Applied cognitive linguistics, 2, 122, 216 Approximative system, 94 Article, 2, 129, 134, 136 Aspect grammatical, 64, 65, 149 imperfective See Verb, imperfective lexical, 64, 65, 76, 77, 140, 149–151, 164, 168–170 non-progressive aspect, 62, 73, 74, 84, 85, 128, 148, 160, 164 perfect, 64, 148 perfective See Verb, perfective perfective/imperfective aspectual distinction, 76, 149 progressive, 4, 11, 42, 53, 56, 57, 63, 71, 75, 76, 78, 81, 83, 87, 141, 147, 148, 151, 164, 184, 207, 220 Aspect Hypothesis, 150 Associative learning, 109, 110 Attention, 45, 53, 60, 103–105, 114, 119, 123, 140, 154, 157, 168, 220 Auto-input, 106 B Backsliding, 95 Base, 23–25, 43, 48–50, 52, 76, 82, 132, 167, 170, 186, 187, 215 Binary-choice test, 167, 173, 180 Bonferroni post hoc test, 171 Boundedness, 133, 143, 148, 163, 186 Bounding, 34, 76, 77, 81, 82, 86, 128 C Canonical event model, 16, 52 Case grammar, 59, 121 Categorization by prototype, 27, 28 by schema, 27, 28 CL See Cognitive linguistics Clarification request, 109, 119 Coding, 44, 51–53, 123, 125, 129, 184, 201 Cognition, 9, 10, 45, 46, 51, 52, 54, 73, 76, 129 Cognitive ability, 45–47, 50–52 Cognitive anti-method, 98 Cognitive approach to grammar, 4, 7, 8, 53, 55, 56, 122, 215 Cognitive domain, 20–22, 26 Cognitive linguistics, 1, 2, 4, 7–10, 13, 17, 43, 52–55, 62, 76, 109, 122, 126, 132, 135, 152, 216, 219 J Bielak and M Pawlak, Applying Cognitive Grammar in the Foreign Language Classroom, Second Language Learning and Teaching, DOI: 10.1007/978-3-642-27455-8, © Springer-Verlag Berlin Heidelberg 2013 291 292 C (Cont.) Cognitive psychology, 91, 104 Cognitive routine, 11, 26 Cognitive science, 1, 45 Collaborative dialogue, 109, 116, 135 Commercial transaction frame, 20 Communicational teaching project, 98, 99, 137 Communicative competence, 93, 99 Communicative language teaching, 94, 100 Component structure, 43, 45, 46, 55 Composite structure, 43, 46 Composition, 15, 19, 42–46, 52, 80 Comprehensible input hypothesis, 96 Comprehension communication task, 114, 115 Conceptual blending theory, Conceptualization, 20, 39, 40, 44, 46, 50, 123, 125, 132, 162, 188 Conceptual metaphor, Conceptual metaphor theory, 2, Conceptual semantics, Connectionism, 109, 110, 117, 137, 219 Consciousness raising, 105, 115 Construal, 47, 133 Constructional schema, 15, 16, 42, 43, 51, 52, 75 Construction grammar, 8, 54, 55, 220 Content-based teaching, 98 Contractibility, 34, 35, 41, 42, 76, 82, 86 Cora, 11 Corpus linguistics, 59 Correspondence, 12, 13, 19, 26, 43–46, 52, 59, 76, 80 Croatian, 11 Crosslinguistic influence See Language transfer Czech, 11 D Declarative clause, 124, 128 Declarative knowledge, 102–104 Deductive teaching/instruction, 116, 117, 134, 135, 153 Deep processing, 125, 129, 184, 187 Deep understanding, 125, 129 Delayed-effect hypothesis, 106, 111, 117, 137, 152, 187, 200 Descriptive grammar, 58, 59, 66, 75, 120, 121 Descriptive/reference grammar, 57, 62, 66, 72, 87, 121 Design criteria for pedagogical language rules, 88 Developmental feature, 101, 102, 111 Developmental sequence, 94, 96, 101 Dutch, 11 Index E Effect size, 171, 172, 175, 176, 180, 181, 197, 199, 207 Elicited imitation test, 142, 144, 165–168, 197, 198, 200–204, 212, 217 Embodied character of language, Encyclopedic semantics, 20 English, 29, 33, 42, 52, 58, 63, 64, 67, 72, 73, 78, 83, 87, 100, 123, 134–136, 147–149, 154, 166, 184, 195, 197, 203 Entrenchment, 18 Error correction, 95, 97, 119, 125, 134 Expansibility, 34, 35, 41, 42, 76, 77, 86 Experiential teaching strategy, 97, 99 Explicit instruction, 92, 97, 103, 110, 115– 118, 126, 136, 153, 166, 200, 213 Explicit knowledge, 90–92, 96, 104, 111, 116–118, 126, 134, 135, 151, 166, 173, 177, 180, 187, 197, 208, 210, 216, 218 Explicit learning, 91, 92, 103, 115 F Feature-focused option, 114, 115, 117, 137 Feedback, 106, 114, 117–120, 125, 134, 137, 143, 151, 153, 156, 165 Figure/ground alignment, 52 Focused communication, 114, 115, 118 Focus on error, 114, 119, 153, 156 Focus on forms, 99, 105, 114 Force dynamics, 135 Formulator, 44 Fossilization, 95 Fragile feature, 110 French, 108, 132, 133, 137 Functional grammar, 121 G Games-Howell test, 171 Gap-filling test, 134, 144, 156, 167, 173, 178, 179, 181, 182, 190 Garden path technique, 118 General linear model, 171, 175, 181, 198 Generative grammar See Generative linguistics Generative linguistics, 9, 11, 12, 53, 54, 59, 60 Generativism See Generative linguistics German, 11 Government and binding theory, 44 Grammaring, 124 Grammatical construction, 15, 42, 124, 186 Greenhouse-Geisser correction, 176, 182, 199 Index H Heterogeneity, 8, 76, 84, 128, 213 Homogeneity, 35, 41, 76, 79, 82, 128, 163, 175 I Identity hypothesis, 4, 93–95, 97, 136 Image schemas theory, Immediate scope, 49, 52, 75, 79–82, 86 Immersion program, 98, 108, 137 Implicit instruction, 106, 115, 117, 118 Implicit knowledge, 91, 98, 102, 111, 115, 117, 118, 126, 135–137, 143, 166–168, 197, 200, 201, 204, 212, 217, 218 Implicit learning, 91, 92, 110, 111, 115 Incidental learning, 115 Incubation period, 106, 200 Inductive teaching, 153 Inert knowledge problem, 93 Innate language faculty, 96 Input, 3, 45, 92, 96, 97, 105–107, 110, 111, 118, 119, 135–137, 168, 220 Input enhancement, 105, 114, 119 Input flooding, 119 Input processing theory, 106, 107, 111, 137, 168 Intentional learning, 115 Interaction hypothesis, 108, 112, 137 Interface hypothesis, 111, 112, 152 Interlanguage, 93–95, 97, 101, 105, 106, 109, 112, 166, 187, 188, 200, 211 Interlanguage theory, 93–95, 97, 137 Inter-subject variability, 188, 189, 191, 213 Interventionist position, 100, 108 L L1 = L2 hypothesis, 93 Landmark, 36–38, 40, 46, 50–52, 75, 78, 80, 132 Language acquisition device, 93, 96, 97 Language awareness, 125, 184 Language transfer, 94, 149 Learner performance option, 113, 114, 151 Lexical approach, 55 Lexical category See Word class Lexical stage, 150 Likert-scale, 171, 172, 206, 208, 209 Linguistic grammar, 120, 121 Linguistic unit, 11–13, 18, 19, 22, 26, 28, 43, 44, 46, 51, 53, 90, 124 Logical problem of language acquisition, 96 293 M Memory, 9, 45, 55, 103, 104, 106, 107, 111, 117, 125, 129 Mental space, 8, 132, 133 Mental spaces theory, 8, 132 Mental transformation, 46 Method, 98 Methodological option, 4, 89, 90, 100, 113, 114, 120, 137, 151, 152, 205, 215 Minimalist program, 44, 60 Monitor, 4, 95–98, 111, 137, 156, 189 Monitor hypothesis, 96 Monitor model, 4, 95–113, 137 Monitor theory See Monitor model Mood, 132, 133, 135 Morpheme acquisition study, 94 Morphological stage, 150 Morphology, 13, 15, 16, 64, 89, 100, 149 Motivation, 8, 17, 34, 94, 97, 124, 126, 129, 132, 133, 137, 142, 186 Multidimensional model, 101 N Natural approach, 98, 134, 137 Natural order hypothesis, 96 Neural activation, 11, 32 Non-interface hypothesis, 111 Non-interventionist position, 93, 95, 98–100, 111, 136, 137 Non-linguistic unit, 17 Noticing, 91, 92, 104, 105, 108, 110, 111, 117, 119, 137 Noticing hypothesis, 104, 105, 108, 110, 111, 137 Noun count, 30, 34, 35, 40, 41, 186 mass See Noun, non-count non-count, 29, 34, 35, 39–41, 123, 132, 133 O Output, 44, 45, 99, 108, 109, 112, 118, 135, 137, 153 Output hypothesis, 4, 108, 109, 112, 137 Overgeneralization, 95, 118 P Parallel distributed processing, 11 Part of speech See Word class Pedagogical grammar, 3, 4, 58, 73, 74, 83, 87, 90, 120–127, 130, 135–137, 141, 149, 154, 156, 184, 210, 217 294 P (Cont.) Perspective, 4, 9, 26, 49, 52, 64, 78, 81, 83, 92, 109, 112, 126, 129, 216 Phonological pole, 12, 13, 15–18, 30, 31, 33, 39 Phonological space, 19, 26, 28, 29 Phonological unit, 27 Phonology, 33, 39, 105 Phrase structure grammar, 59 Plural noun formation, 15, 52 Polish, 11, 58, 73, 99, 134, 149, 151–153, 157, 171, 200, 218 Possessive, 123 Postmethod era, 113 Poverty of the stimulus, 96 Practical grammar, 58, 62, 73, 75, 85, 87, 131, 151 Practical/pedagogical grammar, 58, 71, 73, 75, 83, 87, 121, 215 Pragmatics, 20, 25, 52, 55, 90, 129 Pragmatic stage, 150 Predication, 12, 32, 34, 49, 76–78 Preposition, 13, 14, 123 Priming effect, 106 Procedural knowledge, 102–104 Processability hierarchy, 101, 150 Processability theory, 95, 101, 104, 137 Processing instruction, 105, 107, 119, 134–136 Profile, 22–25, 32–34, 39–41, 43, 48–50, 75, 77, 80, 82, 84, 132 Profile determinant, 43 Prototype theory, 2, 17 Psychology, 1, 45, 91, 104 Q Questionnaire, 141, 142, 171–173, 204–210 R Radical construction grammar, 54, 55 Recasting, 119 Reference grammar, 66, 81, 87 Referential activity, 107 Relation atemporal, 36–38, 79 temporal, 36–40, 63, 67, 72, 76, 77, 124, 133, 150, 160 Relational grammar, 121 Replicability, 34, 41 Rule/list fallacy, 43 S Scaffolded interaction, 152 Index Scanning sequential, 36, 39, 46, 47, 75, 78, 79, 86, 126 summary, 46, 47 Scope of predication, 49, 76–78 Second language acquisition, 1, 89–93, 95, 96, 100, 101, 104, 110, 112, 113, 118, 120, 122, 132, 136, 137, 166, 215, 216, 219 Selection, 49, 52, 73, 98, 109, 170, 187 Semantic motivation, 8, 17, 34, 124, 186 Semantic pole, 12, 13, 16, 18, 22, 27, 30, 33, 37, 39, 43, 46, 80 Semantic space, 19, 20, 22, 25–28 Semantic unit, 20, 21 Simplification, 37, 94, 95 Skill-learning theory, 4, 102–104, 109, 111, 117, 137, 152 SLA See Second language acquisition Sociocultural theory, 109, 152 Space grammar, 10 Spanish, 132, 133, 135 Speech act theory, 59 Split-block procedure, 169 SPSS, 171 Stimulus sentence, 169, 170, 201 Strategies of learning and communication, 95 Structured input activity, 107, 112, 119, 135, 136 Syllabus analytic, 4, 10, 56, 61, 76, 98, 114, 132 built-in, 95 communicative, 93, 94, 97–100, 103, 107, 111, 112, 115, 116, 118, 124, 134, 213, 219 procedural, 98 process, 99 structural, 114, 151 Type B, 98 Symbolic thesis, 7, 12–14, 17 Symbolic unit, 13, 16, 22, 23, 29, 31, 37 Symbolization, 12, 19, 22, 26, 42, 44, 46, 52 Syntax, 13, 15, 16, 43, 54, 64, 89, 125 Systemic-functional grammar, 121 Systemic theory, 59 T Teachability hypothesis, 95, 101, 102, 111 Temporal connector, 133 Tense future perfect progressive, 100 past, 17, 42, 101, 116, 119, 124, 186 present, 57, 157 Index present continuous See Present progressive present progressive, 3, 72, 73, 116, 130, 140, 148, 149, 151, 154–156, 161, 163, 164, 167, 169, 172, 178, 210, 213, 221 present simple, 3, 116, 130, 140, 149, 151, 154–157, 163, 164, 169, 178, 210, 221–223, 225, 226, 245 Theoretical grammar, 1–4, 7, 8, 57–59, 90, 93, 98, 104, 106, 108–110, 121, 122, 127, 147, 149, 215, 216 Trajector, 36–38, 40, 51, 75, 78, 80, 86, 132 Transfer-appropriate processing, 103 Transfer of training, 94 Translation test, 167, 173, 182 t-test, 172, 206 U Unboundedness, 133, 148, 186 Universal grammar, 93, 95, 96, 121 Usage-based nature of language, Usage event, 25, 44, 46, 124 V Variational feature, 111 295 Verb dynamic, 11, 26, 53, 62–64, 70–75, 87, 129, 140, 148, 155, 156, 213, 220 imperfective, 30, 39–42, 69, 72, 76, 78, 81, 82, 87, 149, 169, 184, 186 modal, 129, 133, 148 perfective, 39–41, 42, 53, 70, 72, 76–79, 81–83, 149, 162, 184, 186 performative, 82, 165, 169 phrasal, 2, 132–134 stance, 63, 148 state See Verb, stative stative, 65–76, 78, 83, 84, 128, 154, 156, 161, 213, 220 Voice active, 133 middle, 133 passive, 115, 133 W Word class, 27, 29–31, 33, 36, 39, 47, 50, 51 Z Zero option, 93, 98–100 ... is foreign J Bielak and M Pawlak, Applying Cognitive Grammar in the Foreign Language Classroom, Second Language Learning and Teaching, DOI: 10.1007/978-3-642-27455-8_1, © Springer-Verlag Berlin... of Cognitive Grammar to language teaching are gaining momentum If they reveal that Cognitive Grammar may successfully be used in the teaching of at least some aspects of foreign language grammar, ... language teaching and testing in the classroom, has a definite potential to broaden the understanding of these general issues In addition to the introductory (the present chapter) and concluding (Chap