Task-based grammar teaching of English: Where cognitive grammar and task-based language teaching meet

Description

0. Introduction PART I: Didactic and linguistic theory 1. Grammar in the foreign language classroom 1.1 Current situation 1.2 A brief history of grammar teaching 2. Task-based language teaching 2.1 The development of task-based language teaching 2.2 The task cycle 2.2.1 Pre-task 2.2.2 Task 2.2.3 Language focus 2.3 The role of grammar in task-based language teaching 3. Cognitive grammar 3.1 The development of cognitive linguistics 3.1.1 Embodiment 3.1.2 Lexis-grammar continuum 3.1.3 Categorization 3.1.4 Usage-based perspective 3.1.5 Perspective on language acquisition 3.2 The cognitive grammar perspective on language 3.2.1 The centrality of meaning 3.2.2 Construal 3.3 Pedagogical applications of cognitive grammar 3.3.1 Advantages of applied cognitive grammar 3.3.2 Research on applied cognitive grammar 4. Cognitive grammar and task-based language teaching PART II: Case studies 5. Tense 5.1 A cognitive grammar perspective on tense 5.2 The present tense 5.2.1 Form 5.2.2 Meaning 5.2.3 Communicative situation and didactic reduction 5.2.4 The task cycle 5.2.5 Alternatives 5.3 The past tense 5.3.1 Form 5.3.2 Meaning 5.3.3 Communicative situation and didactic reduction 5.3.4 The task cycle 5.3.5 Alternatives 6. Aspect 6.1 Form 6.2 Meaning 6.2.1 Lexical aspect 6.2.2 Grammatical aspect 6.2.3 Non-prototypical uses of aspect 6.3 Communicative situation and didactic reduction 6.4 The task cycle 6.5 Alternatives 7. Modality 7.1 Form 7.2 Meaning 7.2.1 Root modality 7.2.2 Epistemic modality 7.3 Communicative situation and didactic reduction 7.4 The task cycle 7.5 Alternatives 8. Conditionals 8.1 Form 8.2 Meaning 8.2.1 Mental Space Theory 8.2.2 Potentiality space 8.3 Communicative situation and didactic reduction 8.4 The task cycle 8.5 Alternatives 9. The passive voice 9.1 Form 9.2 Meaning 9.2.1 Highlighting function 9.2.2 Research results 9.3 Communicative situation and didactic reduction 9.4 The task cycle 9.5 Alternatives 10. Prepositions 10.1 Form 10.2 Meaning 10.2.1 Metaphorization 10.2.2 Proto-scenes 10.3 Communicative situation and didactic reduction 10.4 The task cycle 10.5 Alternatives 11. Phrasal verbs 11.1 Form 11.2 Meaning 11.2.1 Semantic networks of the particles 11.2.2 Analyses of the particles up, down, out and in 11.3 Communicative situation and didactic reduction 11.4 The task cycle 11.5 Alternatives 12. Verb complementation 12.1 Form 12.2 Meaning 12.2.1 Iconicity 12.2.2 The complementizers 12.3 Communicative situation and didactic reduction 12.4 The task cycle 12.5 Alternatives 13. Pronouns 13.1 Form 13.2 A cognitive-linguistic perspective on pronouns 13.3 Personal pronouns 13.3.1 Meaning 13.3.2 Communicative situation and didactic reduction 13.3.3 The task cycle 13.3.4 Alternatives 13.4 Possessive pronouns 13.4.1 Meaning 13.4.2 Communicative situation and didactic reduction 13.4.3 The task cycle 13.4.4 Alternatives 14. Articles 14.1 Form 14.2 Meaning 14.2.1 Definiteness vs. indefiniteness 14.2.2 Boundedness vs. unboundedness 14.3 Communicative situation and didactic reduction 14.4 The task cycle 14.5 Alternatives 15. Conclusion