The Grammar of Technique: Inside "Continuidad de los parques"

The Conceptual Integration Network of Metalepsis

“…It also introduces two slightly different situations: (1) a man in his chair reading a book -this situation is obviously linked to the frame of reading and immersion where he is the agent; and (2) a couple approaching a mountain cabin through a forest -they are linked with the content of the narrative (hero and heroine with a dilemma; their actions can be witnessed by a reader immersed in the representation blend; as the last sentence features only them, the narrative has completely shifted to their level). The original Spanish version offers another marker that distinguishes narrative levels: the grammatical aspect of preterite and imperfect (see Lunn/Albrecht 1997). Furthermore, the final few sentences contain no verbs at all.…”

A Novel Format for Teaching Spanish Grammar: Lessons from the Lecture Hall

“…Rutherford & Shanvood Smith, 1988;Fotos, 1993;Fotos Q Ellis, 199 1). This idea is echoed in Lunn and Albrecht (1997), who believe that an integrated approach to reading literature and grammatical analysis "invites students to apply their knowledge of grammar" (p. 232, emphasis in original). As Paesani (2005) has shown, literary texts can be effectively used to teach grammar inductively in a way that is consistent with the principles of consciousness-raising.…”

“…They will notice that subject pronouns in Spanish are used for contrast or emphasis, and that subjects are more often omitted than expressed. This idea is echoed in Lunn and Albrecht (1997), who believe that an integrated approach to reading literature and grammatical analysis "invites students to apply their knowledge of grammar" (p. 232, emphasis in original). In this way, the text is initially read for meaning (outside of class) and is later used to focus students' attention on the target grammatical features and highlight certain form-meaning relationships.…”

Using literary texts to reveal problematic rules of usage

“…Celce-Murcia (2002) and Dever (2008) have made similar arguments. Moreover, many scholars in the fields of second language literature, linguistics, and second language acquisition have advocated using works of literature not only for their inherent value but also as sources of authentic input that can be used to demonstrate appropriate uses of particular grammatical rules as well as how grammar conveys meaning (Azevedo, 2007;Barrette, Paesani, & Vinall, 2010;Dever, 2008;Esplugas & Landwehr, 1996;Frantzen, 2002Frantzen, , 2009Friedman, 1992;Kingsbury, 2011;Lunn, 1985;Lunn & Albrecht, 1997;Lunn & DeCesaris, 2007;Mojica-Díaz & Sánchez-López, 2010;Paesani, 2005;Polio & Zyzik, 2009;Schofer, 1990;Tesser & Long, 2000;Vogely, 1997). 1 Literature is a particularly valuable resource because the narratives and dialogues provide engaging contexts through which learners may better understand how language is used.…”