Edited by Francisco Gonzálvez-García, María Sandra Peña-Cervel and Lorena Pérez-Hernández
[Benjamins Current Topics 56] 2013
► pp. 229–263
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.
This list is based on CrossRef data as of 24 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.