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Extending the Boundaries of Research on Second Language Learning and Teaching pp 241–262Cite as

Cognitive Linguistics and Foreign Language Pedagogy: An Overview of Recent Trends and Developments

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Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

This paper attempts to provide a state-of-the-art overview of research concerning the application of Cognitive Linguistics (CL) to foreign language pedagogy. The quantitative and qualitative growth of research on such applications has been so extensive as to give rise to the emergence of a subfield of Applied Cognitive Linguistics (ACL). This has been possible perhaps due to the existence of large areas of common ground between CL on the one hand and Applied Linguistics (AL) and Foreign Language Teaching (FLT) on the other, which are duly reviewed. Also surveyed are the numerous claims that CL is able to provide solutions to certain problems and dilemmas encountered in AL and FLT. This gives an idea of what CL might contribute to language teaching. Further contributions of this sort emerge from the review of the manifold recent theoretical proposals and empirical studies concerning the application in FLT of such central notions of CL as radial categories, prototype effects, metaphor, metonymy, embodiment, constructions and encyclopedic semantics. These applications have to do with teaching such essential L2 features as vocabulary, including phraseology and figurative language, grammar, phonology, reading, writing and speech acts. The advantages and problems of the applications are considered. Also, numerous samples of teaching practice inspired by CL are presented. Rather than being a totally new methodology, ACL seems to support and stimulate certain established aspects of FLT, lending them its own idiosyncratic turn. Previous ACL research needs to be complemented by further efforts according to an emerging research agenda.

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Notes

  1. 1.

    Applied CL research has been reported in numerous publications. Prominent among them are the 17, as of January 2011, volumes published (or forthcoming) in Mouton de Gruyter’s series Applications of Cognitive Linguistics.

  2. 2.

    The titles of the twin volumes by Pütz et al. (2001a, b) are also symptomatic in this connection.

  3. 3.

    Fig. 19.2 is inspired by a similar representation by Holme (2009: 192), but the figure itself and the accompanying description diverge from his ideas to a considerable extent, especially when it comes to the motivation behind the two atemporal meanings of –ed. Fig. 19.2 is not exhaustive of the meanings of –ed; its purpose is to illustrate the employment of radial categories in the service of LT.

  4. 4.

    Another interesting example of how to teach different senses of a grammatical element, the preposition over, as a radial category is provided by Tyler and Evans (2004). Their proposal, complete with pedagogy-friendly diagrams, examples and instruction guidelines, is not presented here for reasons of economy.

  5. 5.

    The whole book by Holme may be seen as a step in the direction of doing away with the dichotomy: “[i]n this study, our objective is to begin looking at how the classroom teacher can make use of some of the key principles of CL, and hence develop a pedagogy that will start to bridge the AL-LA divide” (Holme 2009: 12).

  6. 6.

    Cognitive Grammar, often abbreviated to CG, is a particular theory belonging to a slightly wider approach referred to here as cognitive/construction grammar.

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  1. Adam Mickiewicz University, Kalisz, Poland

    Jakub Bielak

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Bielak, J. (2011). Cognitive Linguistics and Foreign Language Pedagogy: An Overview of Recent Trends and Developments. In: Extending the Boundaries of Research on Second Language Learning and Teaching. Second Language Learning and Teaching. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-20141-7_19

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