Article In:
Review of Cognitive Linguistics: Online-First ArticlesApplying Cognitive Linguistics to elucidate the meanings of the particles IN/OUT and UP/DOWN in L2 classrooms
Pedagogical experience vs. research findings
Cognitive Linguistics offers valuable insights for second language instruction, particularly in enhancing
motivated polysemy to facilitate vocabulary acquisition. This paper reports on a longitudinal, classroom-based study and analyses
the design, implementation, and assessment of activities inspired by Cognitive Linguistics, elucidating the polysemous meanings of
the particles IN/OUT and UP/DOWN. The study involved an experimental group comprising 81 Spanish secondary school students and a
control group of 26 students. Following a pre-test/post-test design, participants completed two tests (a gap-fill particle test
and a lexical depth test) designed to measure students’ command of polysemous meanings. Despite positive teacher feedback and a
perceived increase in awareness of polysemy, the experimental learners showed no statistically significant improvement in the test
results. We conclude that a comprehensive approach is required to evaluate learning outcomes, encompassing pedagogical experience,
classroom-based research factors, and effective assessment measures.
Article outline
- 1.Introduction
- 2.ACL research: Findings and challenges in L2 vocabulary instruction
- 2.1Figurative meanings in everyday language and their reflection in L2 teaching materials
- 2.2Linguistic motivation and its potential for vocabulary acquisition
- 2.3Critical gaps in ACL research
- 3.Study
- 3.1Objective and research questions
- 3.2Participants
- 3.3Research methods
- 3.3.1Methodology
- Phase 1: Pre-test
- Phase 2: Teaching intervention
- Phase 3: Delayed post-test
- 3.3.2Data collection
- Instruments used for quantitative data collection
- Instrument 1 — VLT 2K
- Instrument 2 — Particle test
- Instrument 3 — Lexical Depth test
- Instruments used for qualitative data collection
- Instruments used for quantitative data collection
- 3.3.3Data analysis
- 3.3.1Methodology
- 3.4Pedagogical methods
- 3.4.1Teacher training in the applications of cognitive linguistics to L2 instruction
- 3.4.2Materials design and implementation of CL-oriented activities
- 4.Results and discussion
- 4.1Quantitative results
- 4.1.1Pre-test and post-test results (experimental vs. control groups)
- 4.1.2Variations in the pre-test vs. post-test scores
- 4.1.3Comparison of lexical knowledge variations (control vs. experimental groups)
- 4.2Qualitative insights into teacher feedback on CL-inspired pedagogy
- Timing and schedule
- Class size and lesson duration
- Teaching techniques
- Contextual relevance
- 4.1Quantitative results
- 5.Conclusions, implications, and further directions
- Acknowledgements
- Author queries
-
References
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