teachers that are part of theory-based language arts classes strengthens the con-
necting pathways that build the neural network associated with language in
general and writing in particular.
Cognitive grammar also helps us better understand why grammar instruc-
tion does not lead to improved writing. The ability to identify a noun or a verb is
linked to a specific set of mental models and has, at best, only a tenuous relation
through the neural network with the models associated with written discourse.
There are indications that knowledge of grammar may be stored in an area quite
far removed from knowledge of writing, stored in different parts of the network
in a way that makes association difficult. Grammar instruction is likely to
strengthen connecting associations in that part of the network responsible for
grammar, but there is no evidence that it strengthens connections between these
different parts of the network.
The implications for teaching are significant: “There is a sense in which
writers, even experienced ones, must approach every writing task as though it
were their first. They are faced with individual acts of creation each time they
attempt to match a mental model of the discourse with the premises, para-
graphs, examples, proofs, sentences, and words that comprise it” (Williams,
1993, p. 564). If cognitive grammar offers an accurate model of language, then
the focus of our language arts classes must be on immersing students in lan-
guage in all its richness and engaging them in examinations and discussions of
content and form. Mastery of grammar and usage will follow.
APPLYING KEY IDEAS- In what ways does the rejection of grammar “rules” affect notions of correct-
ness in language? - Parents and people who work with children know that the very young never
seem to tire of repetitive interactions. How might this observation be linked
to cognitive grammar? - Some people see important connections between critical thinking skills and
the idea that thought is largely imagistic rather than verbal. Reflect on this no-
tion, and then list some of the connections you see. - What are some of the pedagogical implications of cognitive grammar with
respect to teaching grammar to students?
5.Although linguists focus almost exclusively on spoken language, teachers
generally focus on writing, and historically grammar has been seen, incor-
rectly, as a means of improving writing skill. Does cognitive grammar have
any implications for teaching reading and writing?
COGNITIVE GRAMMAR 219