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. |