Applying Cognitive Linguistics to elucidate the meanings of the particles IN/OUT and UP/DOWN in L2 classrooms: Pedagogical experience vs. research findings

Piquer-Píriz, Ana M.; Martín-Gilete, Marta

doi:10.1075/rcl.00207.piq

Article published In:

Bringing Figurative Language into Real L2 Classrooms: The challenges of empirical testing
Edited by Ana M. Piquer-Píriz and Reyes Llopis-García
[Review of Cognitive Linguistics 22:2] 2024
► pp. 450–475

Special issue article

Applying Cognitive Linguistics to elucidate the meanings of the particles IN/OUT and UP/DOWN in L2 classrooms

Pedagogical experience vs. research findings

Ana M. Piquer-Píriz | Universidad de Extremadura

Marta Martín-Gilete | Universidad de Extremadura

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.

Keywords: Applied Cognitive Linguistics (ACL), polysemy, classroom-based research, L2 vocabulary

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
  - 3.3.3Data analysis
- 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
5.Conclusions, implications, and further directions
Acknowledgements
References

Published online: 21 October 2024

https://doi.org/10.1075/rcl.00207.piq

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