{"title":"Applying cognitive grammar to the Count/Mass Distinction","authors":"Eloy Romero Muñoz, Remy Decorte, Dylan Dachet","doi":"10.1075/rcl.00187.rom","DOIUrl":null,"url":null,"abstract":"\n This exploratory case study contributes to the ongoing “methodological consolidation” in Applied Cognitive\n Linguistics (Wirag et al. 2022). It does so by examining the relationship\n between pre-service English language teachers’ attitudes toward grammar teaching and their acceptance of an innovative pedagogical\n approach to the Count/Mass Distinction (CMD) inspired by Cognitive Grammar (CG). Eleven first-year college students at a\n teacher-training University College in Belgium participated in the study. A questionnaire was used to determine the participants’\n beliefs about grammar and grammar teaching. Elements of a CG approach to the CMD were integrated into a lesson plan and presented\n to the participants. The participants were then divided into two random focus groups. The interviews followed a semi-structured\n format, and a thematic analysis was performed on the transcripts. The data suggests that the participants’ prior knowledge and\n experience, the ecological validity of the innovation, and their perceived capacity to integrate the resource into their practice,\n all affect their assessment of a CG-informed innovation, with the latter being the most likely to impede application. The study\n sheds light on how pre-service teachers’ beliefs impact the adoption of innovative pedagogical methods for teaching grammar and\n suggests ways to make CG more accessible to practitioners.","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"1 3","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Cognitive Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/rcl.00187.rom","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
This exploratory case study contributes to the ongoing “methodological consolidation” in Applied Cognitive
Linguistics (Wirag et al. 2022). It does so by examining the relationship
between pre-service English language teachers’ attitudes toward grammar teaching and their acceptance of an innovative pedagogical
approach to the Count/Mass Distinction (CMD) inspired by Cognitive Grammar (CG). Eleven first-year college students at a
teacher-training University College in Belgium participated in the study. A questionnaire was used to determine the participants’
beliefs about grammar and grammar teaching. Elements of a CG approach to the CMD were integrated into a lesson plan and presented
to the participants. The participants were then divided into two random focus groups. The interviews followed a semi-structured
format, and a thematic analysis was performed on the transcripts. The data suggests that the participants’ prior knowledge and
experience, the ecological validity of the innovation, and their perceived capacity to integrate the resource into their practice,
all affect their assessment of a CG-informed innovation, with the latter being the most likely to impede application. The study
sheds light on how pre-service teachers’ beliefs impact the adoption of innovative pedagogical methods for teaching grammar and
suggests ways to make CG more accessible to practitioners.