Overview

The purpose of the present monograph is to offer teachers and learners of English a comprehensive pedagogical guide to modal verbs. As such, the book presents a fresh introduction to the use of the cognitive approach in the context of pedagogical grammar. The reader will find a short introduction to the cognitive conceptualization of language. The tasks in the book amalgamate three main rationales discussed in Torres-Martínez (2015, 2016, 2017, 2018, 2020): Task-Based Language Teaching (TBLT), Paper-based Data-Driven Learning (PbDDL) and the cognitive dimension of language providing the systematicity required for the introduction of the tasks in the classroom. I believe readers will find that this book seamlessly connects Construction Grammar theory and English pedagogy in a way that contributes to the important conversation between theory, research and classroom practice.

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9798201458287

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Sergio Torres-Martíiacute;nez is professor of cognitive linguistics, semiotics and translation semiotics. Among his main interests are Agentive Cognitive Construction Grammar, Cognitive Semantics, embodiment theory, phenomenology, Wittgenstein's philosophy of language, Peircean semiotics and the cognitive applications of construction grammar (Applied Cognitive Construction Grammar). Current research projects include the conceptualization of construction grammar as an interdisciplinary field of endeavor connecting embodiment theory, neuroscience semiotics and philosophy for the construction of a comprehensive and systematic description of constructional attachment patterns across languages. Central to this research is the need to provide linguistics with a model of the mind that complements linguistic description.

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