The relation between experience, conceptual structure and meaning: non-temporal uses of tense and language teaching

Vyvyan Evans; Andrea Tyler

The relation between experience, conceptual structure and meaning: non-temporal uses of tense and language teaching

Vyvyan Evans, Andrea Tyler

University of Brighton

Research output: Chapter in Book/Conference proceeding with ISSN or ISBN › Chapter › peer-review

Abstract

This paper presents a survey of non-temporal meanings of English tense. Proposals are made for the cognitive-pragmatic interaction which has led to time-reference having developed new semantic-pragmatic functions, such as politeness, epistemic stance, etc. We also consider the implication of the analysis for language teaching.

Original language	English
Title of host publication	Applied Cognitive Linguistics I: Theory and Language Acquisition
Editors	M. Puetz, S. Niemeier, R. Dirven
Place of Publication	Berlin, Germany
Publisher	Mouton de Gruyter
Pages	63-105
Number of pages	43
ISBN (Print)	9783110172218
Publication status	Published - Oct 2001

Cite this

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title = "The relation between experience, conceptual structure and meaning: non-temporal uses of tense and language teaching",

abstract = "This paper presents a survey of non-temporal meanings of English tense. Proposals are made for the cognitive-pragmatic interaction which has led to time-reference having developed new semantic-pragmatic functions, such as politeness, epistemic stance, etc. We also consider the implication of the analysis for language teaching.",

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The relation between experience, conceptual structure and meaning: non-temporal uses of tense and language teaching. / Evans, Vyvyan; Tyler, Andrea.
Applied Cognitive Linguistics I: Theory and Language Acquisition. ed. / M. Puetz; S. Niemeier; R. Dirven. Berlin, Germany: Mouton de Gruyter, 2001. p. 63-105.

Research output: Chapter in Book/Conference proceeding with ISSN or ISBN › Chapter › peer-review

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AB - This paper presents a survey of non-temporal meanings of English tense. Proposals are made for the cognitive-pragmatic interaction which has led to time-reference having developed new semantic-pragmatic functions, such as politeness, epistemic stance, etc. We also consider the implication of the analysis for language teaching.

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BT - Applied Cognitive Linguistics I: Theory and Language Acquisition

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A2 - Dirven, R.

PB - Mouton de Gruyter

CY - Berlin, Germany

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The relation between experience, conceptual structure and meaning: non-temporal uses of tense and language teaching

Abstract

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