Element contents
Applied Cognitive Linguistics and L2 Instruction
Published online by Cambridge University Press: 06 February 2024
Summary
Both applied cognitive linguistics (ACL) researchers and linguists, and language instructors and professionals looking for a comprehensive and innovative access to ACL from the direct point of view of applied L2 Pedagogy, will find this Element to be of interest. There is great demand for quality teaching materials, a need for guidance on how to design them and which technology tools are of value. This Element takes a theoretical approach to that design while offering direct examples and tips for practitioners and researchers. Questions about empirical studies are explored, probing prominent empirical research, and the author provides promising evidence to support their recommendations on assetment-task design for future research. Linguists, researchers, linguistics students, graduate academic programs, and teachers of L2 languages alike will find value in this Element.
Information
- Type
- Element
- Information
- Online ISBN: 9781009128094Publisher: Cambridge University PressPrint publication: 29 February 2024
References
Achard, M. (2008) “Teaching construal: Cognitive pedagogical grammar,” in Robinson, P. and Ellis, N.C. (eds.) Handbook of Cognitive Linguistics and Second Language Learning. New York: Routledge, pp. 442–465.Google Scholar
Achard, M. (2018) “Teaching usage and concepts: Toward a cognitive pedagogical grammar,” in Tyler, A., Huang, L., and Jan, H. (eds.) What is Applied Cognitive Linguistics? Berlin: De Gruyter, pp. 37–62. https://doi.org/10.1515/9783110572186-002.CrossRefGoogle Scholar
Achard, M. and Niemeier, S. (eds.) (2004) Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching. . Berlin: Mouton de Gruyter (Studies on Language Acquisition). https://doi.org/10.1515/9783110199857.CrossRefGoogle Scholar
Acquaroni, R. (2008) “La incorporación de la competencia metafórica (CM) a la enseñanza-aprendizaje del español como segunda lengua (L2) a través de un taller de escritura creativa. Estudio experimental.” Unpublished dissertation. Universidad Complutense de Madrid. http://site.ebrary.com/id/10505443 (Accessed: March 1, 2022).Google Scholar
Muñoz, Acquaroni and Suárez-Campos, L. (2019). ‘El desarrollo de la competencia metafórica en la enseñanza del español LE/L2’, In Ibarretxe-Antuñano, I., Cadierno, T., & Castañeda Castro, A. (eds.) Lingüística cognitiva y español LE/L2. New York: Routledge. 371–390CrossRefGoogle Scholar
Aguiló-Mora, F. and Negueruela-Azarola, E. (2015) “Motion for the other through motion for the self: The conceptual complexities of giving-directions for advanced Spanish heritage learners,” in Masuda, K., Arnett, C., and Labarca, A. (eds.) Cognitive Linguistics and Sociocultural Theory. Berlin: De Gruyter, pp. 73–100. https://doi.org/10.1515/9781614514442-006.CrossRefGoogle Scholar
Alejaldre-Biel, L. (2018) “Movilizar la enseñanza de ELE para aumentar la participación espontánea: estudio de caso con alumnos universitarios tailandeses,” El Guiniguada. Revista de investigaciones y experiencias en Ciencias de la Educación, pp. 55–70. https://doi.org/10.20420/ElGuiniguada.2018.206.CrossRefGoogle Scholar
Alejo-González, R. (2010) “Making sense of phrasal verbs: A cognitive linguistic account of L2 learning,” AILA Review, 23, pp. 50–71. https://doi.org/10.1075/aila.23.04ale.CrossRefGoogle Scholar
Alhmoud, Z., Castañeda Castro, A., and Cadierno, T. (2019) “Construcciones comparativas. Aproximación descriptiva y didáctica desde la gramática cognitiva,” in Ibarretxe-Antuñano, I., Cadierno, T., and Castro, A. C. (eds.) Lingüística cognitiva y español LE/L2. Oxford: Routledge, pp. 189–219.CrossRefGoogle Scholar
Alonso-Aparicio, I. (2014) “Fundamentos cognitivos de la práctica sistemática en la enseñanza,” in Castro, A. Castañeda (ed.) Enseñanza de gramática avanzada de ELE: criterios y recursos. Madrid: SGEL, pp. 9–38.Google Scholar
Alonso-Aparicio, I. and Llopis-García, R. (2019) “La didáctica de la oposición imperfecto/perfecto simple desde una perspectiva cognitiva,” in Ibarretxe-Antuñano, I., Cadierno, T., and Castro, A. C., (eds.) Lingüística cognitiva y español LE/L2. New York: Routledge, pp. 274–299. https://doi.org/10.4324/9781315622842-13.CrossRefGoogle Scholar
Alonso-Raya, R., Castañeda Castro, A., Martinez-Gila, P., et al. (2021) Gramática basica del estudiante de español: A1-B2 (Nueva edición revisada). Barcelona: Difusión.Google Scholar
Aristu, A. (2020) Cómo aprender léxico con el mapeado de textos, Campamento Norte. https://campamentonorte.com/como-aprender-lexico-con-el-mapeado-de-textos/.Google Scholar
Aristu, A. and Ríos, L. T. (2021) “El mapeado de textos: un recurso para el aprendizaje del léxico,” marcoELE. Revista de Didáctica Español Lengua Extranjera, (33), pp. 1–18.Google Scholar
Arnett, C., Suñer, F., and Pust, D. (2019) “Using cooperation scripts and animations to teach grammar in the foreign language classroom,” Yearbook of the German Cognitive Linguistics Association, 7(1), pp. 31–50. https://doi.org/10.1515/gcla-2019-0003.CrossRefGoogle Scholar
Arnett, C. and Suñer, F. (2019) “Leveraging cognitive linguistic approaches to grammar teaching with multimedia animations,” Journal of Cognitive Science, 20(3), pp. 365–399. https://doi.org/10.17791/JCS.2019.20.3.365.CrossRefGoogle Scholar
Azuma, M. and Littlemore, J. (2010) “Promoting creativity in English language classrooms,” JACET Kansai Journal, 12, pp. 8–19.Google Scholar
Bachman, L. F. (1990) Fundamental Considerations in Language Testing. Oxford: Oxford University Press.Google Scholar
Barkley, E. F., Major, C. H., and Cross, K. P. (2014) Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: Wiley.Google Scholar
Benati, A. and Lee, J. F. (eds.) (2015) “Special Issue: Processing instruction: New insights after twenty years of theory, research and application,” International Review of Applied Linguistics in Language Teaching, 53(2). https://doi.org/10.1515/iral-2015-frontmatter2.Google Scholar
Benati, A. and Nuzzo, E. (2017) “Editorial,” Instructed Second Language Acquisition, 1(1), pp. 1–4. https://doi.org/10.1558/isla.33325.CrossRefGoogle Scholar
Bielak, J. and Pawlak, M. (2011) “Teaching English tense and aspect with the help of cognitive grammar: An empirical study,” Studies in Second Language Learning and Teaching, 1(3), pp. 365–400. doi:10.14746/ssllt.2011.1.3.4.CrossRefGoogle Scholar
Bielak, J. and Pawlak, M. (2013) Applying Cognitive Grammar in the Foreign Language Classroom. Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-642-27455-8.CrossRefGoogle Scholar
Boas, H. C. (ed.) (2022) Directions for Pedagogical Construction Grammar: Learning and Teaching (with) Constructions. Berlin: De Gruyter. https://doi.org/10.1515/9783110746723.CrossRefGoogle Scholar
Boers, F. (2011) “Cognitive semantic ways of teaching figurative phrases: An assessment,” Review of Cognitive Linguistics, 9(1), pp. 227–261. https://doi.org/10.1075/rcl.9.1.11boe.CrossRefGoogle Scholar
Boers, F. (2013) “Cognitive linguistic approaches to teaching vocabulary: Assessment and integration,” Language Teaching, 46(2), pp. 208–224. https://doi.org/10.1017/S0261444811000450.CrossRefGoogle Scholar
Boers, F., De Rycker, A., and De Knop, S. (2010) “Fostering language teaching efficiency through cognitive linguistics: Introduction,” in Knop, S. De, Boers, F., and Rycker, A. De (eds.) Fostering Language Teaching Efficiency through Cognitive Linguistics. Berlin: De Gruyter Mouton, pp. 1–26. https://doi.org/10.1515/9783110245837.1.Google Scholar
Boers, F. and Demecheleer, M. (1998) “A cognitive semantic approach to teaching prepositions,” English Language Teaching Journal, 53, pp. 197–204.CrossRefGoogle Scholar
Boers, F. and Lindstromberg, S. (2008) Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology. Berlin: Mouton de Gruyter.CrossRefGoogle Scholar
Boers, F. and Lindstromberg, S. (2009) Optimizing a Lexical Approach to Instructed Second Language Acquisition. London: Palgrave Macmillan. https://doi.org/10.1057/9780230245006.CrossRefGoogle Scholar
Cadierno, T. (2008a) “Learning to talk about motion in a foreign language,” in Robinson, P. and Ellis, N. C. (eds.) Handbook of Cognitive Linguistics and Second Language Acquisition. New York: Routledge, pp. 239–275.Google Scholar
Cadierno, T. (2008b) “Motion events in Danish and Spanish: A focus on form pedagogical approach,” in Knop, S. De and Rycker, A. De (eds.) Cognitive Approaches to Pedagogical Grammar. New York: Mouton de Gruyter, pp. 259–294.CrossRefGoogle Scholar
Canale, M. and Swain, M. (1980) “Theoretical bases of communicative approaches to second language teaching and testing,” Applied Linguistics, I(1), pp. 1–47. https://doi.org/10.1093/applin/I.1.1.CrossRefGoogle Scholar
Castañeda Castro, A. (2012) “Perspective and meaning in pedagogical descriptions of Spanish as a foreign language,” in Ruiz-Fajardo, G. (ed.) Methodological Developments in Teaching Spanish as a Second and Foreign Language. Newcastle upon Tyne: Cambridge Scholars, pp. 221–272.Google Scholar
Castañeda Castro, A. and Alhmoud, Z. (2014) “Una aproximación al sistema verbal aplicable a la enseñanza de ELE,” in Castro, A. Castañeda (ed.) Enseñanza de gramática avanzada de ELE: criterios y recursos. Madrid: SGEL, pp. 267–294.Google Scholar
Cenoz Iragui, J. (2004) “El concepto de competencia comunicativa,” in Sánchez, J. Lobato, J. and Santos Gargallo, I. (eds.) Vademécum para la formación de profesores. Enseñar español como segunda lengua/lengua extranjera. Madrid: SGEL, pp. 449–465.Google Scholar
Colasacco, M. (2019) “A cognitive approach to teaching deictic motion verbs to German and Italian students of Spanish,” International Review of Applied Linguistics in Language Teaching (IRAL), 57(1), pp. 71–95. https://doi.org/10.1515/iral-2018-2007.CrossRefGoogle Scholar
Conteh, J. (2018) “Translanguaging,”, ELT Journal, 72(4), pp. 445–447. https://doi.org/10.1093/elt/ccy034.CrossRefGoogle Scholar
Contreras, F., Perez Zapatero, J., and Rosales Varo, F. (2019) Proyectos. Barcelona: Difusión.Google Scholar
Dancygier, B. and Vandelanotte, L. (2017) “Internet memes as multimodal constructions,” Cognitive Linguistics, 28(3), pp. 565–598. https://doi.org/10.1515/cog-2017-0074.CrossRefGoogle Scholar
Danesi, M. (1992) “Metaphor and classroom second language learning,” Romance Languages Annual, 3, pp. 189–194.Google Scholar
Danesi, M. (1993) “Metaphorical competence in second language acquisition and second language teaching,” in Alatis, J.E. (ed.) Georgetown University Round Table on Language and Linguistics. Washington, DC: Georgetown University Press, pp. 489–500.Google Scholar
De Knop, S., Boers, F., and De Rycker, A. (eds.) (2010) Fostering Language Teaching Efficiency through Cognitive Linguistics. Berlin: De Gruyter Mouton. https://doi.org/10.1515/9783110245837.CrossRefGoogle Scholar
De Knop, S. and Gilquin, G. (eds.) (2016) Applied Construction Grammar. Berlin: De Gruyter. https://doi.org/10.1515/9783110458268.CrossRefGoogle Scholar
Deignan, A., Gabrys, D., and Solska, A. (1997) “Teaching English metaphors using cross-linguistic awareness-raising activities,” ELT Journal, 51(4), pp. 352–360. https://doi.org/10.1093/elt/51.4.352.CrossRefGoogle Scholar
Dörnyei, Z. (2013) “Communicative language teaching in the 21st century: The ‘principled communicative approach,’” in Arnold, J. and Murphey, T. (eds.) Meaningful Action: Earl Stevick’s Influence on Language Teaching. Cambridge: Cambridge University Press, pp. 161–171.CrossRefGoogle Scholar
Doughty, C.J. and Long, M.H. (eds.) (2003) The Handbook of Second Language Acquisition. Oxford: Blackwell Publishing. https://doi.org/10.1002/9780470756492.CrossRefGoogle Scholar
Ellis, N.C. (2008) “Usage-based and form-focused language acquisition. The associative learning of constructions, learned attention, and the limited L2 endstate,” in Robinson, P. and Ellis, N.C. (eds.) Handbook of Cognitive Linguistics and Second Language Acquisition. New York, NY: Routledge/Taylor & Francis, pp. 372–405.Google Scholar
Ellis, R. and Shintani, N. (eds.) (2014) Exploring Language Pedagogy through Second Language Acquisition Research. New York: Routledge/Taylor & Francis.Google Scholar
Farr, F. and Murray, L. (eds.) (2016) The Routledge Handbook of Language Learning and Technology. New York: Routledge/Taylor & Francis.CrossRefGoogle Scholar
Forceville, C. (2021) “Multimodality,” in Wen, X. and Taylor, J.R. (eds.) The Routledge Handbook of Cognitive Linguistics. New York: Routledge, pp. 676–687.CrossRefGoogle Scholar
García Sánchez, C. et al. (2018) Genial. A1: Nivel A2. Edited by Moya, O. Cruz. Madrid: EnClave-ELE.Google Scholar
Gass, S. and Mackey, A. (eds.) (2012) The Routledge Handbook of Second Language Acquisition. London: Routledge.Google Scholar
Gibbs, R.W. (2020) “The Particularities of Metaphorical Experience: An Appreciation of Fiona MacArthur’s Metaphor Scholarship,” in Piquer-Píriz, A.M. and Alejo-González, R. (eds.) Metaphor in Foreign Language Instruction. Berlin: De Gruyter, pp.17–36. https://doi.org/10.1515/9783110630367-002.Google Scholar
Gilquin, G. and De Knop, S. (2016) “Exploring L2 constructionist approaches,” in Knop, S. De and Gilquin, G. (eds.) Applied Construction Grammar. Berlin: De Gruyter, pp. 3–18. https://doi.org/10.1515/9783110458268-002.Google Scholar
Goldberg, A. (2006) Constructions at Work. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199268511.001.0001.Google Scholar
Goldberg, A.E. (1995) Constructions: A Construction Grammar Approach to Argument Structure. Chicago: University of Chicago Press.Google Scholar
Goldberg, A.E. (2003) “Constructions: a new theoretical approach to language,” Trends in Cognitive Sciences, 7(5), pp. 219–224. https://doi.org/10.1016/S1364-6613(03)00080-9.CrossRefGoogle ScholarPubMed
Gonzálvez-García, F. (2019) “Exploring the pedagogical potential of vertical and horizontal relations in the constructicon: The case of the family of subjective-transitive constructions with ‘decir’ in Spanish,” IRAL 57(1), pp. 121–145. https://doi.org/10.1515/iral-2018-2009.CrossRefGoogle Scholar
Gras, P., Santiago, M., and Polanco, F. (2006) “Tienes que aprendértelos ya, que llevas tres años: los pronombres personales átonos en la clase de E/LE. Un enfoque construccionista,” in A. Castillo Carballo et al. (eds.) Las gramáticas y los diccionarios en la enseñanza del español como segunda lengua: deseo y realidad, pp. 419–426. https://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/asele_xv.htm.Google Scholar
Herbst, T. (2016) “Foreign language learning is construction learning – what else? Moving towards pedagogical construction grammar,” in Knop, S. De and Gilquin, G. (eds.) Applied Construction Grammar. Berlin: De Gruyter, pp. 21–52. https://doi.org/10.1515/9783110458268-003.CrossRefGoogle Scholar
Higueras García, M. (2006) Las colocaciones y su enseñanza en la clase de ELE. Madrid: Arco/Libros.Google Scholar
Higueras, M. (2011) Lexical collocations and the learning of Spanish as a foreign language: State of the art and future projects, in Cifuentes Honrubia, J.L., Rodríguez Rosique, S. (Eds.), IVITRA Research in Linguistics and Literature. Amsterdam: John Benjamins Publishing Company, pp. 437–464. https://doi.org/10.1075/ivitra.1.18gar.CrossRefGoogle Scholar
Hijazo-Gascón, A. (2021) Moving Across Languages: Motion Events in Spanish as a Second Language. Boston: De Gruyter. https://doi.org/10.1515/9783110721072.CrossRefGoogle Scholar
Hijazo-Gascón, A. and Llopis-García, R. (2019) “Applied cognitive linguistics and foreign language learning. Introduction to the special issue,” IRAL, 57(1), pp. 1–20. https://doi.org/10.1515/iral-2018-2004.CrossRefGoogle Scholar
Hinkel, E. (ed.) (2005) Handbook of Research in Second Language Teaching and Learning. Mahwah, N. J: L. Erlbaum.CrossRefGoogle Scholar
Hinkel, E. (2011) Handbook of Research in Second Language Teaching and Learning. London: Routledge.CrossRefGoogle Scholar
Holme, R. (2010a) “A construction grammar for the classroom,” IRAL 48(4). https://doi.org/10.1515/iral.2010.015.CrossRefGoogle Scholar
Holme, R. (2010b) “Construction grammars: Towards a pedagogical model,” AILA Review. Edited by Littlemore, J. and Juchem-Grundmann, C., 23, pp. 115–133. https://doi.org/10.1075/aila.23.07hol.CrossRefGoogle Scholar
Housen, A. and Pierrard, M. (eds) (2005) Investigations in Instructed Second Language Acquisition. New York: Mouton de Gruyter. https://doi.org/10.1515/9783110197372.CrossRefGoogle Scholar
Ibarretxe-Antuñano, I., Cadierno, T., & Castro, A.C. (2019). Lingüística cognitiva y español LE/L2. New York: Routledge. https://doi.org/10.4324/9781315622842.CrossRefGoogle Scholar
Ibarretxe-Antuñano, I. and Cheikh-Khamis, F. (2019) “‘How to become a woman without turning into a Barbie’: Change-of-state verb constructions and their role in Spanish as a foreign language,” IRAL, 57(1), pp. 97–120. https://doi.org/10.1515/iral-2018-2008.CrossRefGoogle Scholar
Ibarretxe-Antuñano, I. and Hijazo-Gascón, A. (eds.) (2015) New Horizons in the Study of Motion: Bringing Together Applied and Theoretical Perspectives. Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
Ibarretxe-Antuñano, I. and Valenzuela, J. (2012). Lingüística cognitiva. Barcelona: Antropos.Google Scholar
Juan-Lázaro, O. and Alejaldre Biel, L. (2020) Competencias digitales en el aula. Estrategias y modelos de implementación en la enseñanza de idiomas. enClave-ELE y UDIMA.Google Scholar
Kissling, E. et al. (2018) “Reexamining por and para in the Spanish foreign language intermediate classroom: A usage-based, cognitive linguistic approach,” in Tyler, A., Huang, L., and Jan, H. (eds.) What is Applied Cognitive Linguistics? Berlin: De Gruyter, pp. 229–256. https://doi.org/10.1515/9783110572186-009.CrossRefGoogle Scholar
Kissling, E. and Arnold, T. (2022) “Preliminary evidence that applied cognitive linguistics is effective for novice learners regardless of their individual differences,” Language Teaching Research, p. 136216882211396. https://doi.org/10.1177/13621688221139626.CrossRefGoogle Scholar
Kövecses, Z. (2010) Metaphor: A Practical Introduction. Oxford: Oxford University Press.Google Scholar
Kovecses, Z. and Szabco, P. (1996) “Idioms: a view from cognitive semantics,” Applied Linguistics, 17(3), pp. 326–355. https://doi.org/10.1093/applin/17.3.326.CrossRefGoogle Scholar
Kramsch, C. (2013) “Culture in foreign language teaching.,” Iranian Journal of Language Teaching Research, 1(1), pp. 57–78.Google Scholar
Lakoff, G. and Johnson, M. (1980) Metaphors We Live By. Chicago: University of Chicago Press.Google Scholar
Lam, Y. (2009) “Applying cognitive linguistics to teaching the Spanish prepositions por and para,” Language Awareness, 18(1), pp. 2–18. https://doi.org/10.1080/09658410802147345.CrossRefGoogle Scholar
Langacker, R.W. (1987) Foundations of Cognitive Grammar. Vol. 1: Theoretical Prerequisites. Stanford: Stanford University Press.Google Scholar
Langacker, R.W. (2008) “Cognitive grammar as a basis for language instruction,” in Robinson, P. and Ellis, N.C. (eds.) Handbook of Cognitive Linguistics and Second Language Acquisition. New York: Routledge, pp. 66–88.Google Scholar
Langacker, R.W. (2008) “The relevance of cognitive grammar for language pedagogy,” in Knop, S. De and Rycker, T. De (eds.) Cognitive Approaches to Pedagogical Grammar: A Volume in Honour of René Dirven. Berlin: De Gruyter Mouton, pp. 7–36. https://doi.org/10.1515/9783110205381.1.7.CrossRefGoogle Scholar
Langacker, R.W. (2009) Investigations in Cognitive Grammar. New York: Mouton de Gruyter.CrossRefGoogle Scholar
Langacker, R.W. (2016) “Working toward a synthesis,” Cognitive Linguistics, 27(4), pp. 465–477. https://doi.org/10.1515/cog-2016-0004.CrossRefGoogle Scholar
Lantolf, J. and Bobrova, L. (2014) “Metaphor instructor in the L2 Spanish classroom: theoretical argument and pedagogical program,” Journal of Spanish Language Teaching 1(1), 46–61. doi:10.1080/23247797.2014.898515.CrossRefGoogle Scholar
Larsen-Freeman, D. (2015) “Research into practice: Grammar learning and teaching,” Language Teaching, 48(2), pp. 263–280. https://doi.org/10.1017/S0261444814000408.CrossRefGoogle Scholar
Lee, D.A. (2001) Cognitive Linguistics: An Introduction. Oxford: Oxford University Press.Google Scholar
Lee, J.F. and VanPatten, B. (2003) Making Communicative Language Teaching Happen. Boston: McGraw-Hill.Google Scholar
Lewis, M. (1993) Implementing the Lexical Approach: Putting Theory into Practice. London: Cengage Learning.Google Scholar
Lewis, M. (1997) Implementing the Lexical Approach. London: Language Teaching Publications.Google Scholar
Linder, K.E. (2017) “Fundamentals of hybrid teaching and learning,” New Directions for Teaching and Learning 149, pp. 11–18. https://doi.org/10.1002/tl.20222.CrossRefGoogle Scholar
Littlemore, J. (2009) Applying Cognitive Linguistics to Second Language Learning and Teaching. London: Palgrave MacmillanCrossRefGoogle Scholar
Littlemore, J. (2010) “Metaphoric competence in the first and second language,” CELCR 13, pp. 293–315.Google Scholar
Littlemore, J. (2011) Applying Cognitive Linguistics to Second Language Learning and Teaching. Basingstoke: Palgrave Macmillan.Google Scholar
Littlemore, J. and Juchem-Grundmann, C. (2010) “Introduction to the interplay between cognitive linguistics and second language learning and teaching,” AILA Review, 23, pp. 1–6. https://doi.org/10.1075/aila.23.01lit.CrossRefGoogle Scholar
Littlemore, J. and Low, G. (2006) “Metaphoric Competence, Second Language Learning, and Communicative Language Ability,” Applied Linguistics, 27(2), pp. 268–294. https://doi.org/10.1093/applin/aml004.CrossRefGoogle Scholar
Littlemore, J. and Taylor, J.R. (eds.) (2014) The Bloomsbury Companion to Cognitive Linguistics. London: Bloomsbury. https://doi.org/10.5040/9781472593689.Google Scholar
Littlewood, W. (2011) “Communicative language teaching: an expanding concept for a changing world,” in Hinkel, E. (ed.) Handbook of Research in Second Language Teaching and Learning. London: Routledge, pp. 559–575.Google Scholar
Llopis-García, R. (2009) Gramática cognitiva e instrucción de procesamiento para la enseñanza de la selección modal. Un estudio con aprendientes alemanes de español como lengua extranjera. Unpublished dissertation. Universidad Nebrija.Google Scholar
Llopis-García, R. (2010) “Why cognitive grammar works in the L2 classroom: A case study of mood selection in Spanish,” AILA Review, 23, pp. 72–94. https://doi.org/10.1075/aila.23.05llo.CrossRefGoogle Scholar
Llopis-García, R. (2011) “Cognitive grammar: marking new paths in foreign language teaching,” Verba Hispanica, 19(1), pp. 111–127. https://doi.org/10.4312/vh.19.1.111-127.CrossRefGoogle Scholar
Llopis-García, R. (2015) “Las preposiciones y la metáfora del espacio: aportaciones y potencial de la lingüística cognitiva para su enseñanza,” Journal of Spanish Language Teaching, 2(1), pp. 51–68. https://doi.org/10.1080/23247797.2015.1042214.CrossRefGoogle Scholar
Llopis-García, R. (2016a) “Entrevista con Reyes Llopis en el Canal de ProfeDeELE – Formación profes de español.” https://youtu.be/ngkUwCpacdw.Google Scholar
Llopis-García, R. (2016b) “Using cognitive principles in teaching Spanish L2 grammar,” Hesperia: Anuario de filología hispánica, 19, pp. 29–50.Google Scholar
Llopis-García, R. (2019a) “Gramática cognitiva y selección modal en la enseñanza del español LE/L2,” in Ibarretxe-Antuñano, I., Cadierno, T., and Castro, A. Castañeda (eds.) Lingüística cognitiva y español LE/L2. New York: Routledge/Taylor & Francis, pp. 255–273.CrossRefGoogle Scholar
Llopis-García, R. (2019b) “Space, radial networks and prototypes: a cognitive approach to prepositions in Spanish/L2 pedagogy,” in. International Cognitive Linguistics Conference, Nishinomiya, Japan. https://iclc2019.site.Google Scholar
Llopis-García, R. (Feb. 2020) ”Less Can Be More! Re-Thinking Teaching Materials and Dynamics for Small-Sized Classes.” Celebration of Teaching and Learning, Columbia Center for Teaching and Learning, Columbia University.Google Scholar
Llopis-García, R. (2021a) “No Functions … constructions! CxG and cognitive linguistics: powerful allies for user friendly L2 pedagogy,” CogniTextes, (21). https://doi.org/10.4000/cognitextes.1978.CrossRefGoogle Scholar
Llopis-García, R. (2021b) “Plenary: applied cognitive linguistics for meaningful – and successful! – L2 language leaching,” in 2nd International Conference for Young Researchers in Cognitive Linguistics. https://sites.google.com/view/yrcl2021/home.Google Scholar
Llopis-García, R. and Alonso-Aparicio, I. (2018) “Enseñanza de L2 de corte cognitivo: ¿Qué apunta la investigación empírica?,” in 11th International Conference of the Spanish Cognitive Linguistics Association (AELCO), Universidad de Córdoba. www.uco.es/aelco2018/en/welcome/.Google Scholar
Llopis-García, R. and Alonso-Aparicio, I. (2019) “Cognitive approaches to L2 pedagogy: challenges and shortcomings of empirical testing,” in International Cognitive Linguistics Conference, Nishinomiya, Japan. https://iclc2019.site.Google Scholar
Llopis-Garcia, R. and Hijazo-Gascón, A. 2019 (eds.) Special Issue: Applied Cognitive Linguistics to L2 acquisition and learning: research and convergence. IRAL 57(1).Google Scholar
Llopis-García, R., Real Espinosa, J.M., and Ruiz Campillo, J.P. (2012) Qué gramática enseñar, qué gramática aprender. Madrid: Edinumen.Google Scholar
Long, M.H. and Robinson, P. (1998) “Focus on form: theory, research and practice,” in Doughty, C.J. and Williams, J. (eds.) Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press, pp. 15–41.Google Scholar
Long, M. (1991) “Focus on form: a design feature in language teaching methodology,” in de Bot, K., Ginsberg, R.B., and Kramsch, C. (eds.) Studies in Bilingualism. Amsterdam: John Benjamins, pp. 39–52. https://doi.org/10.1075/sibil.2.07lon.Google Scholar
Long, M. (2017) “Instructed second language acquisition (ISLA),” Instructed Second Language Acquisition, 1(1), pp. 7–44. https://doi.org/10.1558/isla.33314.CrossRefGoogle Scholar
Low, G. (2020) “Taking stock after three decades: ‘on teaching metaphor’ revisited,” in Piquer-Píriz, A.M. and Alejo-González, R. (eds.) Metaphor in Foreign Language Instruction. Boston: De Gruyter, pp. 37–56. https://doi.org/10.1515/9783110630367-003.Google Scholar
Luo, H. (2021) “Cognitive Linguistics and Second Language Acquisition,” in Xu, W. and Taylor, J. (eds.) The Routledge Handbook of Cognitive Linguistics. New York: Routledge, 556–567.CrossRefGoogle Scholar
MacArthur, F. (2017) “Using metaphor in the teaching of second/foreign languages,” in Semino, E. and Demjén, Z. (eds.) The Routledge Handbook of Metaphor and Language. New York: Routledge, pp. 413–425.Google Scholar
MacArthur, F. and Littlemore, J. (2008) “A discovery approach to figurative language learning with the use of corpora,” in Boers, F. and Lindstromberg, S. (eds.) Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology. New York: Mouton de Gruyter, pp. 159–188. https://doi.org/10.1515/9783110199161.2.159.CrossRefGoogle Scholar
Malinowski, D. and Kern, R. (2016) “Limitations and boundaries in language learning and technology,” in Farr, F. and Murray, L. (eds.) The Routledge Handbook of Language Learning and Technology. New York: Routledge/Taylor & Francis, pp. 197–209.Google Scholar
Malinowski, D., Maxim, H.H., and Dubreil, S. (2020) Language Teaching in the Linguistic Landscape: Mobilizing Pedagogy in Public Space. Cham: Springer.CrossRefGoogle Scholar
Martín-Gascón, B., Llopis-García, R., & Alonso-Aparicio, I. (2023) Does L2 assessment make a difference? Testing the empirical validity of applied cognitive linguistics in the acquisition of the Spanish/L2 psych-verb construction. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688231190981.Google Scholar
Masid Blanco, O. (2017) La metáfora lingüística en español como lengua extranjera (ELE). Estudio pre-experimental en tres niveles de competencia. Unpublished dissertation. Universidad de Granada.CrossRefGoogle Scholar
Méndez Santos, M.C. and Llopis-García, R. (2021) “Implicaciones didácticas sobre los factores cognitivos y afectivos en la enseñanza de ELE,” in Duñabeitia, J.A. and Santos, M. Méndez (eds.) Factores cognitivos y afectivos en la enseñanza del español como LE/L2, pp. 259–302. https://doi.org/10.32029/2605-4655.00.03.2021.CrossRefGoogle Scholar
Mendo Murillo, S. (2014) “Corporeización y gramática : una propuesta de presentación del contraste por/para en el nivel de usuario básico de E/LE,” redELE 15.Google Scholar
Mendo Murillo, S. (2019) “El significado de las preposiciones en la enseñanza del español LE/L2: el caso de por y para” in Ibarretxe-Antuñano, I., Cadierno, T., and Castro, A. Castañeda (eds.) Lingüística cognitiva y español LE-L2. New York: Routledge, pp. 220–234.CrossRefGoogle Scholar
Mompean, J.A. and Mompean-Guillamón, P. (2012) “La fonología cognitiva,” in Ibarretxe-Antuñano, I. and Valenzuela, J. (eds.) Lingüística Cognitiva. Barcelona: Anthropos, pp. 307–326.Google Scholar
Muñoz, R.A. and Suárez-Campos, L. (2019) “El desarrollo de la competencia metafórica en la enseñanza del español LE/L2,” in Ibarretxe-Antuñano, I., Cadierno, T., and Castro, A. Castañeda (eds.) Lingüística cognitiva y español LE/L2. New York: Routledge, pp. 371–391.CrossRefGoogle Scholar
Nacey, S. (2017) “Metaphor comprehension and production in a second language,” in E. Semino and Z. Demjén (eds.) The Routledge Handbook of Metaphor and Language, pp. 503–516.Google Scholar
Nassaji, H. (2016) “Research timeline: form-focused instruction and second language acquisition,” Language Teaching, 49(1), pp. 35–62. https://doi.org/10.1017/S0261444815000403.CrossRefGoogle Scholar
Niemeier, S. (2013) A cognitive grammar perspective on tense and aspect. In: Salaberry, M. and Comajoan, L. (eds.) Research Design and Methodology in Studies on L2 Tense and Aspect. Boston: De Gruyter Mouton, pp. 11–56. https://doi.org/10.1515/9781934078167.11CrossRefGoogle Scholar
Niemeier, S. (2017) “Teaching (in) metaphors,” in Ervas, F., Gola, E., and Rossi, M.G. (eds.) Metaphor in Communication, Science and Education. Berlin: De Gruyter, pp. 267–282. https://doi.org/10.1515/9783110549928-015.CrossRefGoogle Scholar
Pan, M.X. (2019) “The effectiveness of the conceptual metaphor approach to English idiom acquisition by young Chinese learners,” Metaphor and the Social World, 9(1), pp. 59–82. https://doi.org/10.1075/msw.17024.pan.CrossRefGoogle Scholar
Pascual Rocha, P. (May 2016) “Un poquito más de luz sobre las preposiciones,” SonoraELE. Online Spanish School.https://sonoraele.com/un-poquito-mas-de-luz-sobre-las-preposiciones/.Google Scholar
Pérez Serrano, M. (2017) La enseñanza-aprendizaje del vocabulario en ELE desde los enfoques léxicos. Madrid: Arco/Libros.Google Scholar
Pérez Serrano, M. (2018) “Which type of instruction fosters chunk learning? Preliminary conclusions,” Revista de Lingüística y Lenguas Aplicadas, 13(1), p. 133. https://doi.org/10.4995/rlyla.2018.7886.CrossRefGoogle Scholar
Pérez Sobrino, P. (2017) Multimodal Metaphor and Metonymy in Advertising. Amsterdam: John Benjamins. https://doi.org/10.1075/ftl.2.CrossRefGoogle Scholar
Philip, G. (2011) Colouring Meaning: Collocation and Connotation in Figurative Language. Amsterdam: John Benjamins. https://doi.org/10.1075/scl.43.CrossRefGoogle Scholar
Piquer-Píriz, A.M. and Alejo-González, R. (eds.) (2019) Metaphor in Foreign Language Instruction. Berlin: De Gruyter. https://doi.org/10.1515/9783110630367.CrossRefGoogle Scholar
Piquer-Píriz, A.M. and Boers, F. (2019) “La lingüística cognitiva y sus aplicaciones a la enseñanza de lenguas extranjeras,” in Ibarretxe-Antuñano, I., Cadierno, T., and Castro, A. Castañeda (eds.) Lingüística cognitiva y español LE/L2. New York: Routledge, pp. 52–70.CrossRefGoogle Scholar
Pütz, M., Niemeier, S., and Dirven, R. (eds.) (2001a) Applied Cognitive Linguistics, I, Theory and Language Acquisition. Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110866247.CrossRefGoogle Scholar
Pütz, M., Niemeier, S., and Dirven, R. (eds.) (2001b) Applied Cognitive Linguistics, II, Language Pedagogy. Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110866254.Google Scholar
Robinson, P.J. and Ellis, N.C. (eds.) (2008) Handbook of Cognitive Linguistics and Second Language Acquisition. New York: Routledge.CrossRefGoogle Scholar
Rocca, S. (2018) “Introducing the special issue: MOBILizing language learning in the 21st Century,” Languages, 3(1), pp. 1–3. https://doi.org/10.3390/languages3010002.CrossRefGoogle Scholar
Román-Mendoza, E. (2018) Aprender a aprender en la era digital: tecnopedagogía crítica para la enseñanza del español LE/L2. New York: Routledge.CrossRefGoogle Scholar
Rufat, A.S. (2015) “Enseñanza de gramática avanzada de ELE. Criterios y recursos,” Journal of Spanish Language Teaching, 2(1), pp. 96–98. https://doi.org/10.1080/23247797.2015.1019306.CrossRefGoogle Scholar
Ruiz, V. (2022) “Una imagen vale más que mil reglas: Gramática visual en el aula de ELE.” Online presentation. Instituto Cervantes de Praga, 18 February.Google Scholar
Ruiz, V. and Torres Ríos, L. (2022) “Perspectiva para enseñar el contraste de pretérito e imperfecto.” https://campamentonorte.com/cursos/como-ensenar-gramatica/.Google Scholar
Ruiz de Mendoza Ibáñez, F. and Llach, M.P. (2016) “Cognitive pedagogical grammar and meaning construction in L2,” in Knop, S. De and Gilquin, G. (eds.) Applied Construction Grammar. Berlin: De Gruyter, pp. 151–184. https://doi.org/10.1515/9783110458268-007.CrossRefGoogle Scholar
Sans Baulenas, N., Martín Peris, E., Garmendia, A., Conejo, E., and Garrido, P. (2017) Bitácora: curso de español. 3, Libro del alumno B1. Stuttgart: Klett.Google Scholar
Schmitt, N. (2008) “Instructed second language vocabulary learning,” Language Teaching Research, 12(3), pp. 329–363. https://doi.org/10.1177/1362168808089921.CrossRefGoogle Scholar
Slobin, D. (1996) “From ‘thought and language’ to ‘thinking for speaking’.” In Gumperz, J.J. and Levinson, S.C. (eds.) Rethinking Linguistic Relativity. Cambridge: Cambridge University Press, 70–96.Google Scholar
Soriano, C. (2012) “La metáfora conceptual,” in Ibarretxe-Antuñano, I. and Valenzuela, J. (eds.) Lingüística cognitiva. Barcelona: Anthropos, pp. 97–122.Google Scholar
Suárez Campos, L.G. (2020) La conceptualización metafórica y metonímica de la IRA en búlgaro y español y su adquisición en español LE/L2. Unpublished dissertation. Universidad de Zaragoza.Google Scholar
Suárez-Campos, L., Hijazo-Gascón, A., and Ibarretxe-Antuñano, I. (2020) “Metaphor and Spanish as a Foreign Language,” in Piquer-Píriz, A.M. and Alejo-González, R. (eds.) Metaphor in Foreign Language Instruction. Boston: De Gruyter Mouton, pp. 79–98. https://doi.org/10.1515/9783110630367-005.Google Scholar
Suñer, F. and Roche, J. (2019) “Embodiment in concept-based L2 grammar teaching: The case of German light verb constructions,” IRAL 59(3), pp. 421–447. https://doi.org/10.1515/iral-2018-0362.CrossRefGoogle Scholar
Tay, D. (2014) “Lakoff and the Theory of Conceptual Metaphor,” in Littlemore, J. and Taylor, J.R. (eds.) The Bloomsbury Companion to Cognitive Linguistics. New York: Bloomsbury, pp. 49–59.Google Scholar
Taylor, J.R. (2008) “Prototypes in cognitive linguistics,” in Robinson, P. and Ellis, N.C. (eds.) Handbook of Cognitive Linguistics and Second Language Acquisition. New York: Routledge, pp. 49–75.Google Scholar
Taylor, J.R. and Littlemore, J. (2014) “Introduction,” in Littlemore, J. and Taylor, J.R. (eds.) The Bloomsbury Companion to Cognitive Linguistics. New York: Bloomsbury, pp. 1–26.Google Scholar
Toth, P.D. and Davin, K.J. (2016) “The sociocognitive imperative of L2 pedagogy,” The Modern Language Journal, 100(S1), pp. 148–168. https://doi.org/10.1111/modl.12306.CrossRefGoogle Scholar
Troitiño, S. (2017) ‘Implicaciones de crear materiales desde una perspectiva léxica’, in Herrera, F. (ed.) Enseñar léxico en el aula de español: el poder de las palabras. Barcelona: Difusión, pp. 143–162.Google Scholar
Tyler, A. (2008) “Cognitive linguistics and second language instruction,” in Robinson, P. and Ellis, N.C. (eds.) Handbook of Cognitive Linguistics and Second Language Acquisition. New York: Routledge, pp. 456–488.Google Scholar
Tyler, A. (2012) Cognitive Linguistics and Second Language Learning. New York: Routledge. https://doi.org/10.4324/9780203876039.CrossRefGoogle Scholar
Tyler, A. and Evans, V. (2003) The Semantics of English Prepositions: Spatial Scenes, Embodied Meaning, and Cognition. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511486517.CrossRefGoogle Scholar
Tyler, A. and Evans, V. (2004) “Applying cognitive linguistics to pedagogical grammar: the case of over,” in Achard, M. and Niemeier, S. (eds.) Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching. New York: Mouton de Gruyter, pp. 257–280. https://doi.org/10.1515/9783110199857.257.CrossRefGoogle Scholar
Tyler, A. and Huang, L. (2018) “Introduction,” in Tyler, A., Huang, L., and Jan, H. (eds.) What Is Applied Cognitive Linguistics? Berlin: De Gruyter, pp. 1–34. https://doi.org/10.1515/9783110572186-001.CrossRefGoogle Scholar
Tyler, A., Huang, L., and Jan, H. (eds) (2018) What Is Applied Cognitive Linguistics?: Answers From Current SLA Research. Berlin: De Gruyter. https://doi.org/10.1515/9783110572186.CrossRefGoogle Scholar
Tyler, A., Mueller, C., and Ho, V. (2011) “Applying cognitive linguistics to learning the semantics of English to, for and at: an experimental investigation.,” VIAL 8, pp. 180–205.Google Scholar
Tyler, A., Mueller, C.M., and Ho, V. (2010) “Applying cognitive linguistics to instructed L2 learning: the English modals,” AILA Review, 23, pp. 30–49. https://doi.org/10.1075/aila.23.03tyl.CrossRefGoogle Scholar
VanPatten, B. (1996) Input Processing and Grammar Instruction in Second Language Acquisition. Norwood, NJ: Ablex.Google Scholar
VanPatten, B. (ed.) (2004) Processing Instruction: Theory, Research, and Commentary. London: Routledge.CrossRefGoogle Scholar
VanPatten, B. (2015) “Foundations of processing instruction,” IRAL 53(2). https://doi.org/10.1515/iral-2015-0005.CrossRefGoogle Scholar
VanPatten, B., Leeser, M.J., and Keating, G.D. (2012) Sol y viento: beginning Spanish. New York: McGraw-Hill.Google Scholar
Verspoor, M. and Lowie, W. (2003) “Making sense of polysemous words,” Language Learning, 53(3), pp. 547–586.CrossRefGoogle Scholar
Young, R. (2011) “Interactional competence in language learning, teaching, and testing,” in Hinkel, E. (ed.) Handbook of Research in Second Language Teaching and Learning. New York: Routledge, pp. 444–461.Google Scholar
Zhao, H. et al. (2018) “Polysemy and conceptual metaphors: a cognitive linguistics approach to vocabulary learning,” in Tyler, A., Huang, L., and Jan, H. (eds.) What is Applied Cognitive Linguistics? Berlin: De Gruyter, pp. 257–286. https://doi.org/10.1515/9783110572186-010.CrossRefGoogle Scholar
Accessibility standard: Unknown
Why this information is here
This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.Accessibility Information
Accessibility compliance for the HTML of this element is currently unknown
and may be updated in the future.
- 18
- Cited by