Abstract
The complexities of writing pose various difficulties for those learning a second language, making it a principal area of academic research in linguistics. Lately, breakthroughs in the field of cognitive linguistics have spurred the development of innovative techniques and approaches to studying English composition instruction. Studies that integrate a cognitive linguistic approach (CLA), particularly the principles of schema theory, have demonstrated a considerable uplift in the proficiency, productivity, and overall competence of learners when it comes to writing. The objective of this paper is to methodically compile and integrate these research insights, with the goal of providing a foundation for further exploration in the sphere of cognitive linguistics and educational strategies.
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