Article published in:
Metaphor and metonymy revisited beyond the Contemporary Theory of Metaphor: Recent developments and applicationsEdited by Francisco Gonzálvez-García, María Sandra Peña-Cervel and Lorena Pérez-Hernández
[Review of Cognitive Linguistics 9:1] 2011
► pp. 227–261
Cognitive Semantic ways of teaching figurative phrases
An assessment
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.
Keywords: comprehension, metaphor awareness, retention, receptive versus productive knowledge, instructed second language acquisition, phrasal verbs, idioms, motivation
Published online: 06 July 2011
https://doi.org/10.1075/rcl.9.1.11boe
https://doi.org/10.1075/rcl.9.1.11boe
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