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The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test

Hamrick, Phillip

Abstract Details

2008, Master of Arts in English, Youngstown State University, Department of Languages.
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.
Steven Brown, PhD (Committee Chair)
Salvatore Attardo, PhD (Committee Member)
Kevin Ball, PhD (Committee Member)
79 p.

Recommended Citations

Citations

  • Hamrick, P. (2008). The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test [Master's thesis, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577

    APA Style (7th edition)

  • Hamrick, Phillip. The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test. 2008. Youngstown State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577.

    MLA Style (8th edition)

  • Hamrick, Phillip. "The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test." Master's thesis, Youngstown State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577

    Chicago Manual of Style (17th edition)