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Cognitive Semantic ways of teaching figurative phrases: An assessment

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Abstract:

In this article I review studies published between 1996 and 2010 in which the effectiveness of Cognitive-Semantics informed second language pedagogy was put to the test. Altogether, the published evidence is manifestly favourable, although questions remain as to the scope of application of the approach and the precise properties that produce its positive effects. It must also be recognised that Cognitive Semantic ventures into language pedagogy stand a lot to gain from a closer collaboration with ‘mainstream’ applied linguistics, not only with regard to general insights into the nature of second language acquisition but also with regard to this type of research methodology.

Keywords: comprehension; idioms; instructed second language acquisition; metaphor awareness; motivation; phrasal verbs; receptive versus productive knowledge; retention

Document Type: Research Article

DOI: https://doi.org/10.1075/rcl.9.1.11boe

Publication date: 2011-01-01

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  • Published under the auspices of the Spanish Cognitive Linguistics Association
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