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Cognitive Grammar in the Classroom: A Case Study

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Pedagogical Stylistics in the 21st Century

Abstract

Recent studies in stylistics have identified how Cognitive Grammar offers an innovative model for analysing texts. Like other cognitive-linguistic models, Cognitive Grammar is premised on the idea of embodiment, emphasizing that the way we physically interact with the world around us impacts on our production and reception of language. Though it presents a plausible model of discourse that is psychologically grounded, Cognitive Grammar’s notorious complexity and theoretical origins have meant that few studies have highlighted its potential as a pedagogical grammar in L1 contexts. Combining an analysis of the pedagogical affordances of the model with research on reframing theoretical models of grammar for the classroom, teacher knowledge and cross-phase collaboration, this chapter explores and reflects on the process of (re)conceptualizing Cognitive Grammar as a pedagogical resource in secondary English teaching.

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Author information

Authors and Affiliations

  1. Aston University, Birmingham, UK

    Marcello Giovanelli & Chloe Harrison

Authors
  1. Marcello Giovanelli
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  2. Chloe Harrison
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Correspondence to Marcello Giovanelli .

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Editors and Affiliations

  1. Federal University of Rio de Janeiro, Rio de Janeiro, Brazil

    Sonia Zyngier

  2. University of Eastern Finland, Joensuu, Finland

    Greg Watson

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Giovanelli, M., Harrison, C. (2022). Cognitive Grammar in the Classroom: A Case Study. In: Zyngier, S., Watson, G. (eds) Pedagogical Stylistics in the 21st Century. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-83609-2_6

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  • DOI: https://doi.org/10.1007/978-3-030-83609-2_6

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-83608-5

  • Online ISBN: 978-3-030-83609-2

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