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The focus on communication in TBLT often comes at the expense of form. This book enhances the task-based approach by connecting it to insights from (cognitive) grammar, which sees grammar as essentially meaningful. The book first discusses the didactic and linguistic theories involved and then translates these theoretical perspectives into actual teaching practice, focusing on the grammatical phenomena tense (present tense, past tense, present perfect), aspect, modality, reported speech, conditionals, passive voice, prepositions, phrasal verbs, verb complementation, pronouns and articles. The focus on communication in TBLT often comes at the expense of form. This book enhances the task-based approach by connecting it to insights from (cognitive) grammar, which sees grammar as meaningful. It shows how grammar teaching can be integrated into a communicative lesson in a non-explicit way. Learners are involved in situations that they may also encounter outside their classrooms and are given communicative tasks they are to work on and solve. What teachers need to invest for preparing such lessons is their own creativity, as they have to come up with meaningful communicative situations which guide the learners into using a specific structure. The book discusses the didactic and linguistic theories involved and translates the theoretical perspectives into actual teaching practice, focusing on the grammatical phenomena tense (present tense, past tense, present perfect), aspect, modality, reported speech, conditionals, passive voice, prepositions, phrasal verbs, verb complementation, pronouns and articles. For the second edition current research literature and two new case studies have been included. 0.IntroductionPART I: Didactic and linguistic theory1.Grammar in the foreign language classroom1.1Current situation1.2A brief history of grammar teaching2.Task-based language teaching2.1 The development of task-based language teaching2.2 The task cycle2.2.1 Pre-task2.2.2 Task2.2.3 Language focus2.3 The role of grammar in task-based language teaching3.Cognitive grammar3.1 The development of cognitive linguistics3.1.1 Embodiment3.1.2 Lexis-grammar continuum3.1.3 Categorization3.1.4 Usage-based perspective3.1.5 Perspective on language acquisition3.2 The cognitive grammar perspective on language3.2.1 The centrality of meaning3.2.2 Construal3.3 Pedagogical applications of cognitive grammar3.3.1 Advantages of applied cognitive grammar3.3.2 Research on applied cognitive grammar4.Cognitive grammar and task-based language teachingPART II: Case Studies5.Tense5.1 A cognitive grammar perspective on tense5.2 The present tense5.2.1 Form5.2.2 Meaning5.2.3 Communicative situation and didactic reduction5.2.4 The task cycle5.2.5 Alternatives5.3 The past tense5.3.1 Form5.3.2 Meaning5.3.3 Communicative situation and didactic reduction5.3.4 The task cycle5.3.5 Alternatives5.4 The present perfect5.4.1 Form5.4.2 Meaning5.4.3 Communicative situation and didactic reduction5.4.4 The task cycle5.4.5 Alternatives6.Aspect6.1 Form6.2 Meaning6.2.1 Lexical aspect6.2.2 Grammatical aspect6.2.3 Non-prototypical uses of aspect6.3 Communicative situation and didactic reduction6.4 The task cycle6.5 Alternatives7.Modality7.1 Form7.2 Meaning7.2.1 Root modality7.2.2 Epistemic modality7.3 Communicative situation and didactic reduction7.4 Alternatives8. Reported speech8.1 Form8.2 Meaning8.2.1 Deixis8.2.2 Temporal shifts8.3 Communicative situation and didactic reduction8.4 The task cycle8.5 Alternatives9. Conditionals9.1 Form9.2 Meaning9.2.1 Mental Space Theory9.2.2 Potentiality space9.3 Communicative situation and didactic reduction9.4 The task cycle9.5Alternatives10.The passive voice10.1 Form10.2 Meaning10.2.1 Highlighting function10.2.2 Research results10.3 Communicative situation and didactic reduction10.3 The task cycle10.5Alternatives11.Prepositions11.1 Form11.2 Meaning11.2.1 Metaphorization11.2.2 Proto-scenes11.3 Communicative situation and didactic reduction11.4 The task cycle11.5 Alternatives12.Phrasal verbs12.1 Form12.2 Meaning12.2.1 Semantic networks of the particles12.2.2 Analyses of the particles up, down, out and in12.3 Communicative situation and didactic reduction12.4 The task cycle12.5 Alternatives13.Verb complementation13.1 Form13.2 Meaning13.2.1 Iconicity13.2.2 The complementizers13.3 Communicative situation and didactic reduction13.4 The task cycle13.5 Alternatives14.Pronouns14.1 Form14.2 A cognitive-linguistic perspective on pronouns14.3 Personal pronouns14.3.1 Meaning14.3.2 Communicative situation and didactic reduction14.3.3 The task cycle14.3.4 Alternatives14.4 Possessive pronouns14.4.1 Meaning14.4.2 Communicative situation and didactic reduction14.4.3 The task cycle14.4.4 Alternatives15.Articles15.1 Form15.2 Meaning15.2.1 Definiteness vs. indefiniteness15.2.2 Boundedness vs. unboundedness15.3 Communicative situation and didactic reduction15.4 The task cycle15.5 Alternatives16. Conclusion Susanne Niemeier (*1960) studied English and French and received her PhD in linguistics in 1990 (supervisor Prof. Dr. René Dirven). In 2002, she was appointed as professor of Applied Linguistics and Foreign Language Teaching Methodology in the English Department of the University of Koblenz (Germany). Her main research interests include cognitive grammar, cultural linguistics, bilingualism, foreign language education and teacher education. She has published widely on these topics. From 2012 until 2014, she was elected as head of the German Cognitive Linguistics Association, and she has held positions on the executive boards of AILA (Association Internationale de Linguistique Appliquée) and GAL (German Applied Linguistics Association) as well as on various editorial boards.
