Abstract
Cognitive Linguistics (CL) and Sociocultural Theory (SCT) complement each other in L2 pedagogy (Lantolf, 2006, 2011; Masuda & Arnett, 2015). In this study, we unite teaching materials informed by cross-linguistic CL studies and SCT pedagogy – namely, concept-based language instruction (C-BLI) – to teach two Chinese-speaking English-as-a-second-language learners figurative expressions in the MORALITY domain and the concept of conceptual metaphor using several SCOBAs (Schemas for Complete Orienting Basis of Action). We provide microgenetic analysis of two case studies, focusing on each participant’s process of internalization and their interaction with SCOBAs during the pre-test, two instructional sessions, and post-test. Both students demonstrated their abilities to draw on the concept of conceptual metaphor to understand figurative speech in English from domains not limited to morality. In the end, we discuss implications on the design and implementation of SCOBAs.
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