Reif (linguistics, U. of Koblenz-Landau, Germany) conducted an empirical study in the context of German higher education to see whether teaching tense-aspect could be improved when rooted in
the framework of cognitive grammar. She reports her results on what effects the approach had on the grammatical ability of learners, on the motivation of learners to study grammar, and on the
perceived attractiveness of teaching and learning materials. These findings she sets in the context of existing empirical findings on applied cognitive linguistics. The study served as her PhD
dissertation at Koblenz-Landau University. It is not indexed. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)
