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Approaching the Grammatical CountMass Distinction From a Multimodal Perspective

Approaching the Grammatical CountMass Distinction From a Multimodal Perspective

 Brown, Derek J.
 2015
 pages 601-608. A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. English ISSN: 1545-7249
English languageNgôn ngữ
Tác giả CN Brown, Derek J.
Nhan đề Approaching the Grammatical Count/Mass Distinction From a Multimodal Perspective / Derek J. Brown.
Thông tin xuất bản 2015
Mô tả vật lý pages 601-608.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt The way in which the count/mass distinction (CMD) is realized in English can cause serious problems for learners. Cognitive theories of language propose that it is based on the speaker s conceptualization of the world. It has also been argued that this conceptualization is socially constructed, as social semiotic resources influence what a speaker may regard as salient when distinguishing between count and mass nouns. Examples of this can be seen in the way different cultures realize the concept of countability in their languages. If the grammatical CMD is a realization of socially constructed conceptualization, then it is possible that by understanding the basis for the distinction in that particular language learners would be better able to apply those principles and construct meaning in that language. This article explores how, using a multimodal approach, students can be empowered as meaning makers by instructing them in the ideas of boundedness, homogeneity/heterogeneity, perceptual conspicuousness, and function, as they interact to understand the grammatical CMD in both their own language and in the target language, English.
Thuật ngữ chủ đề English language-Study and teaching-Periodicals.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Nguồn trích TESOL Quarterly- Volume 49, Issue 3, September 2015.
MARC
Hiển thị đầy đủ trường & trường con
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245[1 4] |a Approaching the Grammatical Count/Mass Distinction From a Multimodal Perspective / |c Derek J. Brown.
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362[0 ] |a Vol. 49, N.3 (September 2015)
490[ ] |a A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520[ ] |a The way in which the count/mass distinction (CMD) is realized in English can cause serious problems for learners. Cognitive theories of language propose that it is based on the speaker s conceptualization of the world. It has also been argued that this conceptualization is socially constructed, as social semiotic resources influence what a speaker may regard as salient when distinguishing between count and mass nouns. Examples of this can be seen in the way different cultures realize the concept of countability in their languages. If the grammatical CMD is a realization of socially constructed conceptualization, then it is possible that by understanding the basis for the distinction in that particular language learners would be better able to apply those principles and construct meaning in that language. This article explores how, using a multimodal approach, students can be empowered as meaning makers by instructing them in the ideas of boundedness, homogeneity/heterogeneity, perceptual conspicuousness, and function, as they interact to understand the grammatical CMD in both their own language and in the target language, English.
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