Task-based grammar teaching of English

0. Introduction PART I: Didactic and linguistic theory 1. Grammar in the foreign language classroom 1.1 Current situation 1.2 A brief history of grammar teaching 2. Task-based language teaching 2.1 The development of task-based language teaching 2.2 The task cycle 2.2.1 Pre-task 2.2.2 Task 2.2.3 Language focus 2.3 The role of grammar in task-based language teaching 3. Cognitive grammar 3.1 The development of cognitive linguistics 3.1.1 Embodiment 3.1.2 Lexis-grammar continuum 3.1.3 Categorization 3.1.4 Usage-based perspective 3.1.5 Perspective on language acquisition 3.2 The cognitive grammar perspective on language 3.2.1 The centrality of meaning 3.2.2 Construal 3.3 Pedagogical applications of cognitive grammar 3.3.1 Advantages of applied cognitive grammar 3.3.2 Research on applied cognitive grammar 4. Cognitive grammar and task-based language teaching PART II: Case Studies 5. Tense 5.1 A cognitive grammar perspective on tense 5.2 The present tense 5.2.1 Form 5.2.2 Meaning 5.2.3 Communicative situation and didactic reduction 5.2.4 The task cycle 5.2.5 Alternatives 5.3 The past tense 5.3.1 Form 5.3.2 Meaning 5.3.3 Communicative situation and didactic reduction 5.3.4 The task cycle 5.3.5 Alternatives 5.4 The present perfect 5.4.1 Form 5.4.2 Meaning 5.4.3 Communicative situation and didactic reduction 5.4.4 The task cycle 5.4.5 Alternatives 6. Aspect 6.1 Form 6.2 Meaning 6.2.1 Lexical aspect 6.2.2 Grammatical aspect 6.2.3 Non-prototypical uses of aspect 6.3 Communicative situation and didactic reduction 6.4 The task cycle 6.5 Alternatives 7. Modality 7.1 Form 7.2 Meaning 7.2.1 Root modality 7.2.2 Epistemic modality 7.3 Communicative situation and didactic reduction 7.4 Alternatives 8. Reported speech 8.1 Form 8.2 Meaning 8.2.1 Deixis 8.2.2 Temporal shifts 8.3 Communicative situation and didactic reduction 8.4 The task cycle 8.5 Alternatives 9. Conditionals 9.1 Form 9.2 Meaning 9.2.1 Mental Space Theory 9.2.2 Potentiality space 9.3 Communicative situation and didactic reduction 9.4 The task cycle 9.5 Alternatives 10. The passive voice 10.1 Form 10.2 Meaning 10.2.1 Highlighting function 10.2.2 Research results 10.3 Communicative situation and didactic reduction 10.3 The task cycle 10.5 Alternatives 11. Prepositions 11.1 Form 11.2 Meaning 11.2.1 Metaphorization 11.2.2 Proto-scenes 11.3 Communicative situation and didactic reduction 11.4 The task cycle 11.5 Alternatives 12. Phrasal verbs 12.1 Form 12.2 Meaning 12.2.1 Semantic networks of the particles 12.2.2 Analyses of the particles up, down, out and in 12.3 Communicative situation and didactic reduction 12.4 The task cycle 12.5 Alternatives 13. Verb complementation 13.1 Form 13.2 Meaning 13.2.1 Iconicity 13.2.2 The complementizers 13.3 Communicative situation and didactic reduction 13.4 The task cycle 13.5 Alternatives 14. Pronouns 14.1 Form 14.2 A cognitive-linguistic perspective on pronouns 14.3 Personal pronouns 14.3.1 Meaning 14.3.2 Communicative situation and didactic reduction 14.3.3 The task cycle 14.3.4 Alternatives 14.4 Possessive pronouns 14.4.1 Meaning 14.4.2 Communicative situation and didactic reduction 14.4.3 The task cycle 14.4.4 Alternatives 15. Articles 15.1 Form 15.2 Meaning 15.2.1 Definiteness vs. indefiniteness 15.2.2 Boundedness vs. unboundedness 15.3 Communicative situation and didactic reduction 15.4 The task cycle 15.5 Alternatives 16. Conclusion