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Cognitive linguistics-inspired language instruction

Published online by Cambridge University Press:  08 May 2024

Jie Qin ,
Dilin Liu  and
Lei Lei Open the ORCID record for Lei Lei [Opens in a new window]
Jie Qin
Affiliation:
South China Agricultural University, Guangzhou, China
Dilin Liu
Affiliation:
The University of Alabama, Tuscaloosa, USA
Lei Lei*
Affiliation:
Shanghai International Studies University, Shanghai, China
*
Corresponding author: Lei Lei; Email: leileicn@126.com
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Extract

Second language acquisition (SLA) or second/foreign language teaching has been influenced to various degrees by key linguistic theories, including structural linguistics (Bloomfield, 1933; Saussure, 1959), generative linguistics (Chomsky, 1957, 1965), systemic functional linguistics (Halliday, 1973), and, more recently, contemporary Cognitive Linguistics (CL; Goldberg, 1995; Lakoff, 1987, 1993; Langacker, 1987, 1991; Talmy, 1988, 2000), a theory composed of several related linguistic approaches often viewed as a response or complement to generative linguistics. While structural linguistics, generative linguistics, and systemic functional linguistics have each provided a theoretical impetus for one or more of the prominent language teaching methods or approaches over the past century (such as the Audiolingual method, the Natural method, and the Communicative Language Teaching method), CL, as a newcomer, has begun to exert a growing influence since the early 1990s. Given that the purpose of this research timeline article is to present a historical overview of the key thoughts and studies on CL-inspired approaches to instructed second language acquisition (ISLA),1 a brief discussion of CL's main differences from the other linguistic theories and its key theoretical tenets is in order.

Type
Research Timeline
Information
Language Teaching , First View , pp. 1 - 23
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Copyright
Copyright © The Author(s), 2024. Published by Cambridge University Press

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