Teaching the past perfect in narrative discourse to EFL learners: a cognitive grammar perspective  

Oleh:

Hidarto, Anderson ; Wijaya, David

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 15 : Konferensi Linguistik Tahunan Atma Jaya Kelima Belas, page 655-659.
Topik: Cognitive Grammar; Past Perfect; Narrative Discourse; EFL
Fulltext: 655 Anderson Hidarto, David Wijaya - OK.pdf (296.13KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 KLA 15 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

Reserve Lihat Detail Induk

Isi artikel

Of many tenses present in English, the past perfect undeniably sounds quite familiar to many ESL/EFL learners. Generally, they are informed that the past perfect is used to refer to something that happened before another event in the past. Nonetheless, as Jones & Lock (2011) have pointed out, such kind of explanation may not suffice in that learners may not be able to comprehend and use this tense properly, particularly in a narrative context. In relation to this difficulty, there have been many grammar approaches used to teach this grammar topic such as deductive, inductive, and even the incorporation of both. Along with these, there is one approach which has been thriving recently, namely Cognitive Grammar (CG). CG is claimed to offer more descriptively comprehensive accounts of language structure than the more popular approaches (Langacker, 2008b), and its implementation is noteworthy in relation to language pedagogy (Tyler, 2008). Supporting their arguments is the fact that many previous researches have shown the effectiveness of CG perspective when it is applied to teach various tenses and aspects in English. These include the teaching of the present simple and present progressive as well as the past simple and present perfect (Kermer, 2016). Therefore, to enrich the list, this study serves to elaborate how CG perceives the concept of past perfect contextually in narrative discourse and how the principles of CG—the centrality of meaning, the meaningfulness of grammar and its usage based nature (Langacker, 2008b)—can actually be manifested in the teaching of past perfect. To give even a more vivid description of CG, this paper also presents the teaching materials designed in such a way that corresponds to its core principles. Eventually, it is expected that ELT practitioners as well as EFL learners can benefit from the CG perspectives currently presented, particularly in providing less ambiguous description of the past perfect in a more contextual manner.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali