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    Applied Cognitive Construction Grammar: A Non-essentialist Cognitive Approach to Language Instruction: Applications of Cognitive Construction Grammar, #2
    Applied Cognitive Construction Grammar: A Cognitive Guide to the Teaching of Phrasal Verbs: Applications of Cognitive Construction Grammar, #3
    Applied Cognitive Construction Grammar: Understanding Paper-Based Data-Driven Learning Tasks: Applications of Cognitive Construction Grammar, #1
    Ebook series4 titles

    Applications of Cognitive Construction Grammar Series

    By Sergio Torres-Martínez

    ()

    About this series

    The purpose of the present monograph is to offer teachers and learners of English a comprehensive pedagogical guide to modal verbs. As such, the book presents a fresh introduction to the use of the cognitive approach in the context of pedagogical grammar. The reader will find a short introduction to the cognitive conceptualization of language. The tasks in the book amalgamate three main rationales discussed in Torres-Martínez (2015, 2016, 2017, 2018, 2020): Task-Based Language Teaching (TBLT), Paper-based Data-Driven Learning (PbDDL) and the cognitive dimension of language providing the systematicity required for the introduction of the tasks in the classroom. 
     I believe readers will find that this book seamlessly connects Construction Grammar theory and English pedagogy in a way that contributes to the important conversation between theory, research and classroom practice.

    LanguageEnglish
    PublisherSergio Torres-Martínez
    Release dateJan 19, 2021
    Applied Cognitive Construction Grammar: A Non-essentialist Cognitive Approach to Language Instruction: Applications of Cognitive Construction Grammar, #2
    Applied Cognitive Construction Grammar: A Cognitive Guide to the Teaching of Phrasal Verbs: Applications of Cognitive Construction Grammar, #3
    Applied Cognitive Construction Grammar: Understanding Paper-Based Data-Driven Learning Tasks: Applications of Cognitive Construction Grammar, #1

    Titles in the series (4)

    • 1

      Applied Cognitive Construction Grammar: Understanding Paper-Based Data-Driven Learning Tasks: Applications of Cognitive Construction Grammar, #1
      Applied Cognitive Construction Grammar: Understanding Paper-Based Data-Driven Learning Tasks: Applications of Cognitive Construction Grammar, #1

      Applied Cognitive Construction Grammar: Understanding Paper-Based Data-Driven Learning Tasks: Applications of Cognitive Construction Grammar, #1

      Sergio Torres-Martínez
      0 ratings
      0 ratings

      The purpose of the present monograph is to offer teachers and learners of English a comprehensive pedagogical guide to two of the most complex constructions in English, namely phrasal verbs and modals. As such, the book presents a fresh introduction to the use of the cognitive approach in the context of pedagogical grammar. The reader will find a short introduction to the cognitive conceptualization of language with a special emphasis on phrasal and modal verbs. The tasks in the book amalgamate three main rationales discussed in Torres-Martínez (2015, 2016, 207, 2018, 2020): Task-Based Language Teaching (TBLT), Paper-based Data-Driven Learning (PbDDL) and the cognitive dimension of language providing the systematicity required for the introduction of the tasks in the L2 classroom. This introduction is aimed at connecting Cognitive Construction Grammar theory and English pedagogy in a way that contributes to the important conversation between theory, research and classroom practice.  

      The purpose of the present monograph is to offer teachers and learners of English a comprehensive pedagogical guide to two of the most complex constructions in English, namely phrasal verbs and modals. As such, the book presents a fresh introduction to the use of the cognitive approach in the context of pedagogical grammar. The reader will find a short introduction to the cognitive conceptualization of language with a special emphasis on phrasal and modal verbs. The tasks in the book amalgamate three main rationales discussed in Torres-Martínez (2015, 2016, 207, 2018, 2020): Task-Based Language Teaching (TBLT), Paper-based Data-Driven Learning (PbDDL) and the cognitive dimension of language providing the systematicity required for the introduction of the tasks in the L2 classroom. This introduction is aimed at connecting Cognitive Construction Grammar theory and English pedagogy in a way that contributes to the important conversation between theory, research and classroom practice.  

    • 2

      Applied Cognitive Construction Grammar: A Non-essentialist Cognitive Approach to Language Instruction: Applications of Cognitive Construction Grammar, #2
      Applied Cognitive Construction Grammar: A Non-essentialist Cognitive Approach to Language Instruction: Applications of Cognitive Construction Grammar, #2

      Applied Cognitive Construction Grammar: A Non-essentialist Cognitive Approach to Language Instruction: Applications of Cognitive Construction Grammar, #2

      Sergio Torres-Martínez
      0 ratings
      0 ratings

      The purpose of this volume is to dispel some potential misconceptions about the status of Applied Cognitive Construction Grammar with regard to SLA and SLA research. This is important because, as we will see, most of the applied cognitive approaches on offer seek to align the insights of cognitive research with the essentialist SLA paradigm. SLA essentialism is the idea that observable or elicited performance reveals facts about non-observable mental representations. These facts are taken to be laws of sorts about the linguistic module and how L2 learners almost always fail to achieve a native-like proficiency. In point of fact, SLA has been criticized for propounding a view of L2 acquisition as a process of defective appropriation of the linguistic code among late learners. In this sense, SLA insiders like Ortega (2018) see in (psychological) essentialism the sole way toward the postulation of some truths about language learning and processing. As Ortega concedes, SLA researchers have been reluctant to ask questions about the nature of language or to provide a model of mind that supports their assertions about speakers' L2 use. In contrast to this reductionist view, I intend to show that applied cognitive approaches to language instruction do need to have a solid theoretical background that goes beyond performance to explain linguistic usage.

      The purpose of this volume is to dispel some potential misconceptions about the status of Applied Cognitive Construction Grammar with regard to SLA and SLA research. This is important because, as we will see, most of the applied cognitive approaches on offer seek to align the insights of cognitive research with the essentialist SLA paradigm. SLA essentialism is the idea that observable or elicited performance reveals facts about non-observable mental representations. These facts are taken to be laws of sorts about the linguistic module and how L2 learners almost always fail to achieve a native-like proficiency. In point of fact, SLA has been criticized for propounding a view of L2 acquisition as a process of defective appropriation of the linguistic code among late learners. In this sense, SLA insiders like Ortega (2018) see in (psychological) essentialism the sole way toward the postulation of some truths about language learning and processing. As Ortega concedes, SLA researchers have been reluctant to ask questions about the nature of language or to provide a model of mind that supports their assertions about speakers' L2 use. In contrast to this reductionist view, I intend to show that applied cognitive approaches to language instruction do need to have a solid theoretical background that goes beyond performance to explain linguistic usage.

    • 3

      Applied Cognitive Construction Grammar: A Cognitive Guide to the Teaching of Phrasal Verbs: Applications of Cognitive Construction Grammar, #3
      Applied Cognitive Construction Grammar: A Cognitive Guide to the Teaching of Phrasal Verbs: Applications of Cognitive Construction Grammar, #3

      Applied Cognitive Construction Grammar: A Cognitive Guide to the Teaching of Phrasal Verbs: Applications of Cognitive Construction Grammar, #3

      Sergio Torres-Martínez
      0 ratings
      0 ratings

      This book is about teaching and learning phrasal verbs in the context of both foreign and second language acquisition. Although both processes differ in terms of the degree to which learners are exposed to the target language through either formal classroom instruction or immersion in the language, the idea underlying this proposal is that both EFL and ESL learners can have similar levels of exposure to the language if the nature of constructions is clearly defined. Thus, in order to create a type of input that promotes category construction through both inductive and explicit instruction, it is necessary to depart from very different assumptions regarding the nature of mind, cognition, and the human experience with the physical world. For example, I claim that what we call mind is not a brain-only phenomenon but a flux of embodied experiences and agentive selections that are reflected in the linguistic system through the influence of speaker-meaning. This theoretical shift aims to connect Applied Cognitive Construction Grammar (ACCxG) with several disciplines such as psychology, cognitive science, philosophy, semiotics, linguistics, and second language acquisition (SLA) theory, to name a few. Clearly, the book is not programmatic, but aims to introduce a cognitive description of language in the context of pedagogical grammar. 

      This book is about teaching and learning phrasal verbs in the context of both foreign and second language acquisition. Although both processes differ in terms of the degree to which learners are exposed to the target language through either formal classroom instruction or immersion in the language, the idea underlying this proposal is that both EFL and ESL learners can have similar levels of exposure to the language if the nature of constructions is clearly defined. Thus, in order to create a type of input that promotes category construction through both inductive and explicit instruction, it is necessary to depart from very different assumptions regarding the nature of mind, cognition, and the human experience with the physical world. For example, I claim that what we call mind is not a brain-only phenomenon but a flux of embodied experiences and agentive selections that are reflected in the linguistic system through the influence of speaker-meaning. This theoretical shift aims to connect Applied Cognitive Construction Grammar (ACCxG) with several disciplines such as psychology, cognitive science, philosophy, semiotics, linguistics, and second language acquisition (SLA) theory, to name a few. Clearly, the book is not programmatic, but aims to introduce a cognitive description of language in the context of pedagogical grammar. 

    • 4

      Applied Cognitive Construction Grammar: Cognitive Guide to the Teaching of Modal Verbs: Applications of Cognitive Construction Grammar, #4
      Applied Cognitive Construction Grammar: Cognitive Guide to the Teaching of Modal Verbs: Applications of Cognitive Construction Grammar, #4

      Applied Cognitive Construction Grammar: Cognitive Guide to the Teaching of Modal Verbs: Applications of Cognitive Construction Grammar, #4

      Sergio Torres-Martínez
      0 ratings
      0 ratings

      The purpose of the present monograph is to offer teachers and learners of English a comprehensive pedagogical guide to modal verbs. As such, the book presents a fresh introduction to the use of the cognitive approach in the context of pedagogical grammar. The reader will find a short introduction to the cognitive conceptualization of language. The tasks in the book amalgamate three main rationales discussed in Torres-Martínez (2015, 2016, 2017, 2018, 2020): Task-Based Language Teaching (TBLT), Paper-based Data-Driven Learning (PbDDL) and the cognitive dimension of language providing the systematicity required for the introduction of the tasks in the classroom.   I believe readers will find that this book seamlessly connects Construction Grammar theory and English pedagogy in a way that contributes to the important conversation between theory, research and classroom practice.

      The purpose of the present monograph is to offer teachers and learners of English a comprehensive pedagogical guide to modal verbs. As such, the book presents a fresh introduction to the use of the cognitive approach in the context of pedagogical grammar. The reader will find a short introduction to the cognitive conceptualization of language. The tasks in the book amalgamate three main rationales discussed in Torres-Martínez (2015, 2016, 2017, 2018, 2020): Task-Based Language Teaching (TBLT), Paper-based Data-Driven Learning (PbDDL) and the cognitive dimension of language providing the systematicity required for the introduction of the tasks in the classroom.   I believe readers will find that this book seamlessly connects Construction Grammar theory and English pedagogy in a way that contributes to the important conversation between theory, research and classroom practice.

    Author

    Sergio Torres-Martínez

    Sergio Torres–Martínez is professor of cognitive linguistics, semiotics and translation semiotics. Among his main interests are Agentive Cognitive Construction Grammar, Cognitive Semantics, embodiment theory, phenomenology, Wittgenstein’s philosophy of language, Peircean semiotics and the cognitive applications of construction grammar (Applied Cognitive Construction Grammar). Current research projects include the conceptualization of construction grammar as an interdisciplinary field of endeavor connecting embodiment theory, neuroscience semiotics and philosophy for the construction of a comprehensive and systematic description of constructional attachment patterns across languages. Central to this research is the need to provide linguistics with a model of the mind that complements linguistic description. 

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