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The English tense and aspect system has long posed great difficulty to second language (L2) learners due to their underlying complex concepts. This difficulty is compounded by oversimplified grammatical descriptions found in many ELT textbooks. Cognitive Grammar (CG) offers comprehensive accounts of tenses that could be useful for learners. This paper reports a quasiexperimental study investigating the differential effects of CG-informed form-focused instruction and formalist-traditional form-focused instruction on the acquisition of two English tenses, namely the simple past and the past perfect. Secondary school EFL learners (final pool: N = 36) were assigned to two groups (CG and Traditional). Learners in the CG group were exposed to CG-grounded grammatical descriptions of the tenses while learners in the traditional group received traditional accounts. Both groups performed awareness-raising tasks to enhance learning. Data were gathered from the learners’ performance in a cloze narrative task. Results from an immediate post-test revealed that CG-based descriptions helped learners improve significantly and outperform learners in the traditional group. These findings indicate the superiority of a CG approach to a formalist approach to teaching the tenses and lend support to the applicability and efficacy of CG-grounded form-focused instruction in the classroom.

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참고문헌 (45건) : 자료제공( 네이버학술정보 )

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번호 참고문헌 국회도서관 소장유무
1 Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell. 미소장
2 Teaching English tense and aspect with the help of cognitive grammar: An empirical study 네이버 미소장
3 Cognitive Linguistics (review) 네이버 미소장
4 Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course. Boston, MA: Heinle and Heinle. 미소장
5 Cowan, R. (2008). The teacher’s grammar of English. New York: Cambridge University Press. 미소장
6 Eastwood, J. (2002). Oxford practice grammar. Oxford: Oxford University Press. 미소장
7 Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. New York: Routledge. 미소장
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11 Hewings, M. (2013). Advanced grammar in use (3rd ed.). Cambridge: Cambridge University Press. 미소장
12 Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal 네이버 미소장
13 The past perfect: Moving across conceptual spaces 네이버 미소장
14 The ICNALE and Sophisticated Contrastive Interlanguage Analysis of Asian Learners of English 네이버 미소장
15 Jacobsen, N. D. (2018). The best of both worlds: Combining cognitive linguistics and pedagogic tasks to teach English conditionals. Applied Linguistics, 39(5), 668-693. 미소장
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20 Kamp, H., & Rohrer, C. (1983). Tense in texts. In R. Bauerle, R. Schwarze, & A. von Stechow (Eds.), Meaning, use and interpretation of language (pp. 250-269). Berlin: Walter de Gruyter. 미소장
21 Kermer, F. (2016). A cognitive grammar approach to teaching tense and aspect in the L2 context. Newcastle, UK: Cambridge Scholars 미소장
22 Langacker, R. W. (2008a). Cognitive grammar: A basic introduction. Oxford: Oxford University Press. 미소장
23 Langacker, R. W. (2008b). Cognitive grammar as a basis for language instruction. In P. Robinson & N. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 66-88). New York: Routledge. 미소장
24 Roles of Output in Foreign Language Learning : A Case of Collaborative Grammar Task 네이버 미소장
25 Littlemore, J. (2009) Applying cognitive linguistics to second language learning and teaching. Houndsmills, UK: Palgrave. 미소장
26 McCarthy, M., McCarten, J., & Sandiford, H. (2006). Touchstone 4. New York: Cambridge University Press. 미소장
27 Murphy, R. (2004). English grammar in use (3rd ed.). Cambridge: Cambridge University Press. 미소장
28 Niemeier, S., & Reif, M. (2008). Making progress simpler? Applying cognitive grammar to tense-aspect teaching in the German EFL classroom. In S. De Knop & T. De Rycker (Eds.), Cognitive approaches to pedagogical grammar (pp. 325-356). Berlin: Mouton de Gruyter. 미소장
29 Methods of Morpheme Quantification: Their Effect on the Interpretation of Second Language Data 네이버 미소장
30 How Big Is “Big”? Interpreting Effect Sizes in L2 Research 네이버 미소장
31 Radden, G., & Dirven, R. (2007). Cognitive English grammar. Amsterdam: John Benjamins. 미소장
32 Reichenbach, H. (1947). Elements of symbolic logic. New York: MacMillan. 미소장
33 English Language Proficiency in Indonesia: Issues and Prospects 소장
34 TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT 네이버 미소장
35 Roehr-Brackin, K. (2015). Explicit knowledge about language in L2 learning: A usage-based perspective. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 117-138). Amsterdam:John Benjamins. 미소장
36 Awareness, different learning conditions, and second language development 네이버 미소장
37 Explicitness, Intake, and the Issue of Awareness: Another Piece to the Puzzle. 네이버 미소장
38 Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook on research in second language teaching and learning (pp. 471-483). Mahwah, NJ: Lawrence Erlbaum Associates. 미소장
39 Sweetser, E., & Fauconnier, G. (1996). Cognitive links and domains: Basic aspects of mental space theory. In G. Fauconnier & E. Sweetser (eds.), Spaces, worlds, and grammar (pp. 1-28). Chicago:University of Chicago Press. 미소장
40 Taylor, J. R. (2008). Some pedagogical implications of cognitive linguistics. In S. De Knop & T. D. Rycker (Eds.), Cognitive approaches to pedagogical grammar: A volume in honour of Rene Dirven (pp. 37-65). Berlin: Mouton de Gruyter. 미소장
41 Perspectives on pedagogical grammar 네이버 미소장
42 Usage-Based Approaches to Language and Their Applications to Second Language Learning 네이버 미소장
43 Tyler, A. (2012). Cognitive linguistics and second language learning: Theoretical basics and experimental evidence. New York: Routledge. 미소장
44 Applied Cognitive Linguistics in Second Language Learning and Teaching 네이버 미소장
45 Van Dijk, T. A. (1982). Episodes as units of discourse analysis. In D. Tannen (Ed.), Analyzing discourse:Text and talk. (pp. 177-195). Washington: Georgetown University Press. 미소장

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