By Farzad Sharifian (Editor), Gary B. Palmer (Editor)
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Additional info for Applied Cultural Linguistics: Implications for second language learning and intercultural communication (Converging Evidence in Language and Communication Research, Volume 7)
Input from the analyst’s cultural schemas). These conclusions must be expressed using modal forms that indicate lower levels of certainty, as in 2 and 3. (2) Flowers were found with bones => Neanderthals may have had funerals. Or (3) Flowers were found with bones => The flowers may have been trash. Students then practiced discussing evidence using MHPP constructions, creating sentences which appropriately expressed their conclusions. We wanted to be sure that students understood that inference about the past often contains ideas from the analyst’s present-day culture or from ethnographic analogy.
Kamiya, T. 2002. The Handbook of Japanese Adjectives and Adverbs. Tokyo:Kodansha. Keally, C. T. ���������������������������������������������������� 2002. ” Sophia International Review 24: 33–41. Langacker, R. 2001. ” In Applied Cognitive Linguistics, vol. I: Theory and Language Acquisition [Cognitive Linguistics Research, 19:1]. M. Pütz, S. Niemeier, and R. Dirven (eds), 3–40. Berlin: Walter ������������ de Gruyter. ������������ Gruyter. ��������� Langacker, R. 1999. Grammar and Conceptualization.
Since the stated purpose of my educational institution is “to develop international citizens conversant in Japanese and foreign cultures and fluent Debra J. Occhi in English” (MIC, 2003:5), as instructors we are faced with the need to present topics in an appropriate English-based discursive context and to find ways to engage students in our contrived discourse frameworks. This paper shows one way that cognitive and cultural schemata can be presented to foster understanding of grammatical forms in a second language classroom.