This paper reports the results of a quasi-experimental effects-of-instruction study examining the efficacy of applying a Cognitive Linguistic (CL) approach to L2 learning of the semantics of English modals. In spite of their frequency in typical input, modal verbs present L2 learners with difficulties, party due to their inherent complexity — modals typically have two divergent senses — a root1 sense and an epistemic sense. ELT textbooks and most grammar books aimed at L2 teachers present the two meanings as homophones, failing to address any systematic semantic patterning in the modal system as a whole. Additionally, ELT texts tend to present modals from a speech act perspective. In contrast, CL analyses (e. g., Langacker 1991; Nuyts 2001; Sweetser 1990; Talmy 1988) offer both a systematic, motivated representation of the relationship between the root and epistemic meanings and a rather precise representation of the semantics of each modal. To test the pedagogical effectiveness of a CL account of modals, an effects-of-instruction study was conducted with three groups of adult, high-intermediate ESL learners: a Cognitive treatment group, a Speech Acts2 treatment group, and a Control group. Results of an ANCOVA indicated that the Cognitive treatment group demonstrated significantly more improvement than the Speech Acts treatment group. The experiment thus lends empirical support for the position that CL, in addition to offering a compelling analytical account of language, may also provide the basis for more effective grammar instruction than that found in most current ELT teaching materials.
2023. Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning. International Review of Applied Linguistics in Language Teaching 0:0
James, Mark A.
2014. Learning transfer in English-for-academic-purposes contexts: A systematic review of research. Journal of English for Academic Purposes 14 ► pp. 1 ff.
2021. Foreign Language Pedagogy in the Light of Cognitive Linguistics Research (Series Second Language Learning and Teaching), edited by Grzegorz Drożdż and Barbara Taraszka-Drożdż, Cham, Switzerland: Springer, 2020, 131pp. ISBN: 978-3-030-58774-1. EUR 48.14. Crossroads A Journal of English Studies :35(4) ► pp. 57 ff.
2023. Teaching Usage-Based Grammar: Construal. In Theory and Practice from a Cognitive Perspective, ► pp. 87 ff.
2022. Metonymy in Spanish/L2 Teaching: A Cognitive Analysis of Color Idioms and Their Inclusion in the Córdoba Project Database. In Computational and Corpus-Based Phraseology [Lecture Notes in Computer Science, 13528], ► pp. 146 ff.
2020. Investigating the effects of cognitive linguistic approach in developing EFL learners’ pragmatic proficiency. System 89 ► pp. 102213 ff.
2020. Exploring the effects of proximal–distal metaphor on the development of EFL learners’ knowledge of the degree of certainty. Language Teaching Research 24:3 ► pp. 317 ff.
2021. A comparative study of animation versus static effects in the spatial concept-based metaphor awareness-raising approach on EFL learners’ cognitive processing of request strategies. Language and Cognition 13:2 ► pp. 191 ff.
2023. The effects of animated versus static metaphor with 3D images on EFL learners' acquisition of degrees of certainty. Journal of Computer Assisted Learning
Wijaya, David & Jovita Gianina
2022. Incorporating Embodied Learning Activities into the Instruction of will and be going to. English Teaching & Learning
Zhao, Helen, Shuting Huang, Yacong Zhou & Ruiming Wang
2020. SCHEMATIC DIAGRAMS IN SECOND LANGUAGE LEARNING OF ENGLISH PREPOSITIONS. Studies in Second Language Acquisition 42:4 ► pp. 721 ff.
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