Cognitive Linguistics and Foreign Language Pedagogy: An Overview of Recent Trends and Developments

Abstract

This paper attempts to provide a state-of-the-art overview of research concerning the application of Cognitive Linguistics (CL) to foreign language pedagogy. The quantitative and qualitative growth of research on such applications has been so extensive as to give rise to the emergence of a subfield of Applied Cognitive Linguistics (ACL). This has been possible perhaps due to the existence of large areas of common ground between CL on the one hand and Applied Linguistics (AL) and Foreign Language Teaching (FLT) on the other, which are duly reviewed. Also surveyed are the numerous claims that CL is able to provide solutions to certain problems and dilemmas encountered in AL and FLT. This gives an idea of what CL might contribute to language teaching. Further contributions of this sort emerge from the review of the manifold recent theoretical proposals and empirical studies concerning the application in FLT of such central notions of CL as radial categories, prototype effects, metaphor, metonymy, embodiment, constructions and encyclopedic semantics. These applications have to do with teaching such essential L2 features as vocabulary, including phraseology and figurative language, grammar, phonology, reading, writing and speech acts. The advantages and problems of the applications are considered. Also, numerous samples of teaching practice inspired by CL are presented. Rather than being a totally new methodology, ACL seems to support and stimulate certain established aspects of FLT, lending them its own idiosyncratic turn. Previous ACL research needs to be complemented by further efforts according to an emerging research agenda.