The effectiveness of cognitive grammar and traditional grammar in L1 pedagogy : an empirical test

Hamrick, Phillip

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dc.contributor.author	Hamrick, Phillip
dc.contributor.other	Youngstown State University. Department of English.
dc.date.accessioned	2021-10-19T14:18:29Z
dc.date.available	2021-10-19T14:18:29Z
dc.date.issued	2008
dc.identifier.other	B20343152
dc.identifier.other	262456415
dc.identifier.uri	https://jupiter.ysu.edu:443/record=b2034315
dc.identifier.uri	http://hdl.handle.net/1989/16651
dc.description	vii, 79 leaves : ill. ; 29 cm. Thesis (M.A.)--Youngstown State University, 2008. Includes bibliographical references (leaves 76-79).	en_US
dc.description.abstract	This thesis adds to the field of Applied Cognitive Linguistics by testing empirically the effectiveness of Cognitive Grammar L1 pedagogy (particularly with English and/or composition classrooms). Using the cognitive linguistics theory of boundedness, which explains both the count/mass distinction and the perfective and progressive tenses, students are given either Traditional Grammar instruction or Cognitive Grammar instruction and are then tested on explicit measures. Their performance is gauged by multiple comparisons over a period of several weeks. Moreover, these models of instruction are built within the framework of the grammar mini-lesson supported by Calkins (1986) and Weaver (1996). Hence, both are in line with current thinking about the role of grammar in the composition classroom. This thesis does not make the case for teaching grammar, but instead makes the case for the use of Cognitive Grammar pedagogy over Traditional Grammar pedagogy. That is, if grammar is taught at all, the cognitive method should be used.	en_US
dc.description.sponsorship	Youngstown State University. Department of English.	en_US
dc.language.iso	en_US	en_US
dc.relation.ispartofseries	Master's Theses;no. 0992
dc.subject	Cognitive grammar.	en_US
dc.subject	English language -- Grammar -- Study and teaching.	en_US
dc.title	The effectiveness of cognitive grammar and traditional grammar in L1 pedagogy : an empirical test	en_US
dc.type	Thesis	en_US

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