Article published In:
Review of Cognitive Linguistics: Online-First Articles

More than tough luck

Navigating challenges in teaching/learning L2 Spanish comparative constructions

| Nebrija UniversityMadrid
Applied Cognitive Linguistics (ACL, henceforth) offers a vision of language closely tied to our experiences and views of the world, showing great promise for foreign language teaching and learning. Building upon this meaning-centered perspective, this paper discusses an interventional, quasi-experimental study assessing the effectiveness of incorporating animated images into materials for teaching comparative constructions in L2 Spanish. Conducted in three phases with varying participation rates (69 students in the first, 18 in the second, and 27 in the third), the study faced numerous factors that hindered data collection process and thereby influenced the results. Although the findings were not statistically significant, they suggest a slight improvement in post-test performance in both the experimental and comparison groups. While the potential of ACL in second language teaching and learning is undeniable, so are the challenges faced in L2 classrooms. This underscores the need for further empirical research to bridge the gap between theoretical principles and their practical implementation in real classroom settings.
Keywords: Applied Cognitive Linguistics, Cognitive Grammar, L2 Spanish, comparative constructions, animated images
Article outline
  • 1.Introduction
  • 2.Comparative constructions in Spanish
  • 3.The use of images as a didactic tool
  • 4.The study
    • Materials
    • Data collection
  • Phase 1
    • Participants
    • Design
    • Challenges
    • Phase 2
      • Participants
      • Design
      • Challenges
    • Phase 3
      • Participants
      • Design
      • Challenges
  • Results
    • Quantitative data
    • Qualitative data
  • Discussion
  • 5.Conclusion
  • Acknowledgements
  • References
Published online: 1 October 2024
DOI logo
https://doi.org/10.1075/rcl.00201.alh
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