نتایج جستجو برای: cognitive grammar

تعداد نتایج: 285524  

Journal: :the international journal of humanities 2013
sahar ahrami-khorshid arsalan golfam golfam

this paper is an attempt to explore the prepositions used to encode the agent in persian passive constructions. according to givón (1983) the main function of the passive constructions is to defocus the agent. as the general trend in persian is to omit this defocused agent, we will stylistically divide the passive constructions into two main sub branches, namely unmarked and marked passives acc...

Journal: :journal of language and translation 0
esmaeil faghih islamic azad university, south tehran branch fatemeh esmaeili fard islamic azad university, south tehran branch

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Journal: :ENGLISH LINGUISTICS 2003

Journal: :"Scientific notes of V. I. Vernadsky Taurida National University", Series: "Philology. Journalism" 2021

Journal: :پژوهش های زبانی 0
هوشنگ بساطی دانشجوی دکتری زبان¬شناسی همگانی دانشگاه علامه طباطبایی تهران شهلا رقیب¬دوست استادیار زبان¬شناسی دانشگاه علامه طباطبائی تهران

english passive has always been regarded as a challenge by farsi-speaking efl learners. despite the presence of many linguistic and pedagogical approaches in studying and teaching english passive, there still appears to be a pedagogical gap facing farsi-speaking efl learners dealing with this construction. taking up the cognitive-construction grammar perspective, the present article aims to inv...

2003
Jerry T. Ball

Double R Grammar is a linguistic theory of the grammatical encoding and integration of referential and relational meaning in English. Double R Grammar is fundamentally a Cognitive Linguistic theory (Langacker, 1987, 1991; Lakoff, 1988; Talmy, 2003) and the use of the term “grammar” encompasses both meaning and structure as it does in Cognitive Grammar (also known as Cognitive Semantics). Gramma...

Laleh Davoodi Roya Baharlouie,

The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...

Laleh Davoodi Roya Baharlouie,

The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...

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