2024 Articles

Lessons learned at the intersection of applied cognitive linguistics and L2 classrooms

Llopis-Garcia, Reyes; Piquer-Piriz, Ana M.

Since the early 1980s and the subsequent consolidation of Cognitive Linguistics (CL) as a well-established field in Linguistics, exploring the role that figurative language plays in our linguistic and conceptual systems has attracted a great deal of attention from scholars of different disciplines. One of the areas in which the application of the theoretical tenets of CL has been most fruitful is second language instruction, renamed Applied Cognitive Linguistics (ACL), where much has been discussed and attempted in order to improve both teaching and the learning experience of students (Della Putta & Suñer, 2023; Littlemore, 2023; Llopis-García, 2024; Piquer Píriz & Alejo-González, 2020, 2016; Piquer-Píriz & Boers, 2019; or Tyler et al., 2018).

However, despite decades of research, significant gaps remain. Firstly, in relation to potential teaching applications, very few attempts have been made to actually develop ACL-oriented teaching materials beyond specific interventions (Boers & Lindstromberg, 2009; Colasacco, 2019; Lazar, 2003; Llopis-García, 2024 or Rudzka-Ostyn, 2003 are some exceptions). Moreover, the valuable insights derived from this line of research have yet to permeate mainstream textbooks and pedagogical practices (Boers, 2013; Hijazo-Gascón & Llopis-García, 2019; MacArthur, 2017; Nacey, 2017). Secondly, from a research perspective, classroom-based studies are still scarce and make it challenging to find common ground for
future research. In light of these considerations, this Thematic Section focuses on addressing the latter aspect.

Keywords: cognitive linguistics, second language teaching, classroom-based research, empirical study, L2 classroom, applied linguistics, Applied cognitive linguistics