1887
  1. Home
  2. e-Journals
  3. Review of Cognitive Linguistics. Published under the auspices of the Spanish Cognitive Linguistics Association
  4. Volume 22, Issue 2
  5. Article
Volume 22, Issue 2
  • ISSN 1877-9751
  • E-ISSN: 1877-976X
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Cognitive Linguistics offers valuable insights for second language instruction, particularly in enhancing motivated polysemy to facilitate vocabulary acquisition. This paper reports on a longitudinal, classroom-based study and analyses the design, implementation, and assessment of activities inspired by Cognitive Linguistics, elucidating the polysemous meanings of the particles IN/OUT and UP/DOWN. The study involved an experimental group comprising 81 Spanish secondary school students and a control group of 26 students. Following a pre-test/post-test design, participants completed two tests (a gap-fill particle test and a lexical depth test) designed to measure students’ command of polysemous meanings. Despite positive teacher feedback and a perceived increase in awareness of polysemy, the experimental learners showed no statistically significant improvement in the test results. We conclude that a comprehensive approach is required to evaluate learning outcomes, encompassing pedagogical experience, classroom-based research factors, and effective assessment measures.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/rcl.00207.piq
2024-10-21
2025-06-12

  • From This Site

    /content/journals/10.1075/rcl.00207.piq
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Achard, M., & Niemeier, S.
    (2004) Cognitive linguistics, second language acquisition, and foreign language teaching. Berlin & New York: De Gruyter Mouton. 10.1515/9783110199857
     https://doi.org/10.1515/9783110199857 [Google Scholar]
  2. Aizawa, K.
    (2018) Exploring L2 learners’ vocabulary knowledge of primary and peripheral meanings. Research Bulletin, 771, 31–40.
     [Google Scholar]
  3. Alejo-González, R.
    (2010) Making sense of phrasal verbs: A cognitive linguistics account. AILA Review, 231, 50–71. 10.1075/aila.23.04ale
     https://doi.org/10.1075/aila.23.04ale [Google Scholar]
  4. Alejo-González, R., & García-Bermejo, V.
    (2020) The manage of two kingdoms must: An analysis of metaphor in two CLIL textbooks. InA. M. Piquer-Píriz & R. Alejo-González (Eds.), Metaphor in foreign language instruction (pp. 241–262). Berlin & Boston: De Gruyter Mouton. 10.1515/9783110630367‑012
     https://doi.org/10.1515/9783110630367-012 [Google Scholar]
  5. Alejo-González, R., Piquer-Píriz, A. M., & Reveriego-Sierra, G.
    (2010) Phrasal verbs in EFL course books. InS. De Knop, F. Boers & A. D. Rycker (Eds.), Fostering language teaching efficiency through cognitive linguistics (pp. 59–78). Berlin & New York: De Gruyter Mouton. 10.1515/9783110245837.59
     https://doi.org/10.1515/9783110245837.59 [Google Scholar]
  6. Amaya-Chávez, E.
    (2010) The gaps to be filled: The (mis)treatment of the polysemous sense of hand, cool and run in EFL textbooks. InG. Low, Z. Todd, A. Deignan & L. Cameron (Eds.), Researching and applying metaphor in the real world (pp. 81–104). Amsterdam: John Benjamins. 10.1075/hcp.26.06ama
     https://doi.org/10.1075/hcp.26.06ama [Google Scholar]
  7. Boers, F.
    (2000) Metaphor awareness and vocabulary retention. Applied Linguistics, 21(4), 553–571. 10.1093/applin/21.4.553
     https://doi.org/10.1093/applin/21.4.553 [Google Scholar]
  8. (2011) Cognitive semantic ways of teaching figurative phrases: An assessment. Review of Cognitive Linguistics, 9(1), 227–261. 10.1075/rcl.9.1.11boe
     https://doi.org/10.1075/rcl.9.1.11boe [Google Scholar]
  9. (2013) Cognitive linguistic approaches to teaching vocabulary: Assessment and integration. Language Teaching, 46(2), 208–224. 10.1017/S0261444811000450
     https://doi.org/10.1017/S0261444811000450 [Google Scholar]
  10. (2022, October27–28). Instructional approaches to multiword expressions in a second language: A critical review. [Plenary session]. VI Congreso Internacional de Lingüística y Literatura, Santander, Cantabria, Spain. https://congresolinguisticayliteratura.unican.es/
     [Google Scholar]
  11. Boers, F., & Lindstromberg, S.
    (2008) Cognitive linguistic approaches to teaching vocabulary and phraseology. Berlin & New York: De Gruyter Mouton. 10.1515/9783110199161
     https://doi.org/10.1515/9783110199161 [Google Scholar]
  12. (2009) Optimising a lexical approach to instructed second language acquisition. London: Palgrave Macmillan. 10.1057/9780230245006
     https://doi.org/10.1057/9780230245006 [Google Scholar]
  13. Boers, F., Demecheleer, M., & Eyckmans, J.
    (2004) Etymological elaboration as a strategy for learning figurative idioms. InP. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition and testing (pp. 53–78). Amsterdam: John Benjamins. 10.1075/lllt.10.07boe
     https://doi.org/10.1075/lllt.10.07boe [Google Scholar]
  14. Boers, F., Piquer-Píriz, A. M., Stengers, H., & Eyckmans, J.
    (2009) Does pictorial elucidation foster recollection of idioms?Language Teaching Research, 13(4), 367–382. 10.1177/1362168809341505
     https://doi.org/10.1177/1362168809341505 [Google Scholar]
  15. Cameron, L.
    (2003) Metaphor in educational discourse. London: Continuum.
     [Google Scholar]
  16. Condon, N.
    (2008) How cognitive linguistics motivations influence the learning of phrasal verbs. InF. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 133–158). Berlin & New York: De Gruyter Mouton. 10.1515/9783110199161.2.133
     https://doi.org/10.1515/9783110199161.2.133 [Google Scholar]
  17. Council of Europe
    Council of Europe (2020) Common European framework of reference for languages: Learning, teaching, assessment — Companion volume. Council of Europe Publishing. Available atwww.coe.int/lang-cefr
     [Google Scholar]
  18. Coxhead, A.
    (2000) A new academic word list. TESOL Quarterly, 34(2), 213–238. 10.2307/3587951
     https://doi.org/10.2307/3587951 [Google Scholar]
  19. De Knop, S., Boers, F., & De Rycker, A.
    (2010) Fostering language teaching efficiency through cognitive linguistics. Berlin & New York: De Gruyter Mouton. 10.1515/9783110245837
     https://doi.org/10.1515/9783110245837 [Google Scholar]
  20. Deignan, A., Gabryś, D., & Solska, A.
    (1997) Teaching English metaphors using cross-linguistic awareness-raising activities. ELT Journal, 51(4), 352–360. 10.1093/elt/51.4.352
     https://doi.org/10.1093/elt/51.4.352 [Google Scholar]
  21. Deignan, A., Semino, E., & Paul, S.-A.
    (2019) Metaphors of climate science in three genres: Research articles, educational texts, and secondary school student talk. Applied Linguistics, 40(2), 379–403. 10.1093/applin/amx035
     https://doi.org/10.1093/applin/amx035 [Google Scholar]
  22. Kövecses, Z., & Szabó, P.
    (1996) Idioms: A view from Cognitive Semantics. Applied Linguistics, 17(3), 326–355. 10.1093/applin/17.3.326
     https://doi.org/10.1093/applin/17.3.326 [Google Scholar]
  23. Lahlou, H., & Abdul Rahim, H.
    (2023) The inclusion of polysemes in non-native English textbooks: A corpus-based study. Arab World English Journal, 14(2), 19–29. 10.24093/awej/vol14no2.2
     https://doi.org/10.24093/awej/vol14no2.2 [Google Scholar]
  24. Lakoff, G.
    (1987) Women, fire, and dangerous things: What categories reveal about the mind. Chicago, London: University of Chicago Press. 10.7208/chicago/9780226471013.001.0001
     https://doi.org/10.7208/chicago/9780226471013.001.0001 [Google Scholar]
  25. Langacker, R. W.
    (1990) Concept, image and symbol: The cognitive basis of grammar. Berlin & New York: Mouton de Gruyter.
     [Google Scholar]
  26. Lazar, G.
    (2003) Meaning and metaphors: Activities to practise figurative language. Cambridge: Cambridge University Press.
     [Google Scholar]
  27. Lindstromberg, S.
    (1996) Prepositions: Meaning and method. ELT Journal, 50(3), 225–236. 10.1093/elt/50.3.225
     https://doi.org/10.1093/elt/50.3.225 [Google Scholar]
  28. (2010) English prepositions explained (2nd ed.). Amsterdam: John Benjamins. 10.1075/z.157
     https://doi.org/10.1075/z.157 [Google Scholar]
  29. Lindstromberg, S., & Boers, F.
    (2005) From movement to metaphor with manner-of-movement verbs. Applied Linguistics, 26(2), 241–261. 10.1093/applin/ami002
     https://doi.org/10.1093/applin/ami002 [Google Scholar]
  30. (2008) Teaching chunks of language: From noticing to remembering. Helbling Languages.
     [Google Scholar]
  31. Littlemore, J.
    (2023) Applying cognitive linguistics to second language learning and teaching (2nd ed.). Cham: Palgrave Macmillan. 10.1007/978‑3‑031‑39796‑7
     https://doi.org/10.1007/978-3-031-39796-7 [Google Scholar]
  32. Littlemore, J., & Low, G.
    (2006) Figurative thinking and foreign language learning. Cham: Palgrave Macmillan. 10.1057/9780230627567
     https://doi.org/10.1057/9780230627567 [Google Scholar]
  33. Llopis-García, R.
    (2024) Applied cognitive linguistics and L2 instruction. Cambridge: Cambridge University Press. 10.1017/9781009128094
     https://doi.org/10.1017/9781009128094 [Google Scholar]
  34. Low, G.
    (2017) Eliciting metaphor in education research: Is it really worth the effort?InF. Ervas, E. Gola & M. G. Rossi (Eds.), Metaphor in communication, science and education (pp. 249–266). Berlin & Boston: De Gruyter Mouton. 10.1515/9783110549928‑014
     https://doi.org/10.1515/9783110549928-014 [Google Scholar]
  35. MacArthur, F.
    (2010) Metaphorical competence in EFL: Where are we and where should we be going? A view from the language classroom. AILA Review, 23(1), 155–173. 10.1075/aila.23.09mac
     https://doi.org/10.1075/aila.23.09mac [Google Scholar]
  36. (2016) Overt and covert uses of metaphor in the academic mentoring in English of Spanish undergraduate students at five European universities. Review of Cognitive Linguistics, 14(1), 23–50. 10.1075/rcl.14.1.02mac
     https://doi.org/10.1075/rcl.14.1.02mac [Google Scholar]
  37. (2017) Using metaphor in the teaching of second/foreign languages. InE. Semino & Z. Demjén (Eds.), The Routledge handbook of metaphor and language (pp. 413–425). New York: Routledge.
     [Google Scholar]
  38. (2021) Afterword. Metaphor and the Social World, 11(2), 352–359. 10.1075/msw.00022.mac
     https://doi.org/10.1075/msw.00022.mac [Google Scholar]
  39. MacArthur, F., & Piquer-Píriz, A. M.
    (2007) Staging the introduction of figurative extensions of familiar vocabulary items in EFL: Some preliminary considerations. Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies, 531, 123–134.
     [Google Scholar]
  40. Martín-Gascón, B., Llopis-García, R., & Alonso-Aparicio, I.
    (2023) Does L2 assessment make a difference? Testing the empirical validity of applied cognitive linguistics in the acquisition of the Spanish/L2 psych-verb construction. Language Teaching Research. 10.1177/13621688231190981
     https://doi.org/10.1177/13621688231190981 [Google Scholar]
  41. Martín-Gilete, M.
    (2022a) CL-oriented approaches to teaching phrasal verbs: A report on EFL classroom-based research. Human Review. International Humanities Review, 111(Monograph), 1–11. 10.37467/revhuman.v11.3911
     https://doi.org/10.37467/revhuman.v11.3911 [Google Scholar]
  42. (2022b) The role of input in the use of metaphor in L2 writing. ES Review: Spanish Journal of English Studies, 431, 207–241. 10.24197/ersjes.43.2022.207‑241
     https://doi.org/10.24197/ersjes.43.2022.207-241 [Google Scholar]
  43. (2024) Topic-based teaching of metaphor in an EFL syllabus: A longitudinal study of achievement at B2 level. [Unpublished doctoral dissertation]. University of Extremadura. hdl.handle.net/10662/19203
  44. Millar, E.
    (2023) Exploring linguistic research influence in mainstream English language teaching: The case of multi-word verbs. [Unpublished doctoral dissertation]. University of Cantabria. https://catalogo.unican.es/cgi-bin/abnetopac?TITN=446587
  45. Nacey, S.
    (2013) Metaphors in learner English. Amsterdam: John Benjamins. 10.1075/milcc.2
     https://doi.org/10.1075/milcc.2 [Google Scholar]
  46. Niemeier, S.
    (2017) Teaching (in) metaphors. InF. Ervas, E. Gola & M. G. Rossi (Eds.), Metaphor in communication, science and education (pp. 267–282). Berlin & Boston: De Gruyter Mouton. 10.1515/9783110549928‑015
     https://doi.org/10.1515/9783110549928-015 [Google Scholar]
  47. Pan, M. X.
    (2019) The effectiveness of the conceptual metaphor approach to English idiom acquisition by young Chinese learners. Metaphor and the Social World, 9(1), 59–82. 10.1075/msw.17024.pan
     https://doi.org/10.1075/msw.17024.pan [Google Scholar]
  48. Piquer-Píriz, A. M.
    (2011) Motivated word meanings and vocabulary learning. The polysemy of hand in the English for young learners classroom. Metaphor and the Social World, 1(2), 154–173. 10.1075/msw.1.2.03piq
     https://doi.org/10.1075/msw.1.2.03piq [Google Scholar]
  49. (2020) Figurative language and young L2 learners. InA. M. Piquer-Píriz & R. Alejo-González (Eds.), Metaphor in foreign language instruction (pp. 57–78). Berlin & Boston: De Gruyter Mouton. 10.1515/9783110630367‑004
     https://doi.org/10.1515/9783110630367-004 [Google Scholar]
  50. Piquer-Píriz, A. M., & Alejo-González, R.
    (2016) Applying cognitive linguistics: Identifying some current research foci (figurative language in use, constructions and typology). Review of Cognitive Linguistics, 14(1), 1–20. 10.1075/rcl.14.1.01piq
     https://doi.org/10.1075/rcl.14.1.01piq [Google Scholar]
  51. (2020) Metaphor in foreign language instruction. Berlin & Boston: De Gruyter Mouton. 10.1515/9783110630367
     https://doi.org/10.1515/9783110630367 [Google Scholar]
  52. Piquer-Píriz, A. M., & Boers, F.
    (2019) La lingüística cognitiva y sus aplicaciones a la enseñanza de lenguas extranjeras. InI. Ibarretxe-Antuñano, T. Cadierno & A. Castañeda Castro (Eds.), Lingüística cognitiva y español LE/L2 (pp. 52–70). New York: Routledge. 10.4324/9781315622842‑3
     https://doi.org/10.4324/9781315622842-3 [Google Scholar]
  53. Ponterotto, D.
    (1994) Metaphors we can learn by: How insights from cognitive linguistic research can improve the teaching/learning of figurative language. English Teaching Forum, 32(3), 2–7.
     [Google Scholar]
  54. Radden, G., & Panther, K.
    (2004) Studies in linguistic motivation. Berlin & New York: De Gruyter Mouton.
     [Google Scholar]
  55. Rudzka-Ostyn, B.
    (2003) Word power: Phrasal verbs and compounds. A cognitive approach. Berlin & New York: De Gruyter Mouton. 10.1515/9783110197235
     https://doi.org/10.1515/9783110197235 [Google Scholar]
  56. Saaty, R.
    (2020) An enactment-based approach to the teaching of metaphoric expressions: A case of Saudi EFL learners. InA. M. Piquer-Píriz & R. Alejo-González (Eds.), Metaphor in foreign language instruction (pp. 263–286). Berlin & Boston: De Gruyter Mouton. 10.1515/9783110630367‑013
     https://doi.org/10.1515/9783110630367-013 [Google Scholar]
  57. Schmitt, N., Schmitt, D., & Clapham, C.
    (2001) Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55–88. 10.1177/026553220101800103
     https://doi.org/10.1177/026553220101800103 [Google Scholar]
  58. Strong, B., & Boers, F.
    (2019) The error in trial and error: Exercises on phrasal verbs. TESOL Quarterly, 53(2), 289–319. 10.1002/tesq.478
     https://doi.org/10.1002/tesq.478 [Google Scholar]
  59. Tyler, A.
    (2012) Cognitive linguistics and second language learning: Theoretical basics and experimental evidence. New York: Routledge. 10.4324/9780203876039
     https://doi.org/10.4324/9780203876039 [Google Scholar]
  60. Yasuda, S.
    (2010) Learning phrasal verbs through conceptual metaphors: A case of Japanese EFL learners. TESOL Quarterly, 44(2), 250–273. 10.5054/tq.2010.219945
     https://doi.org/10.5054/tq.2010.219945 [Google Scholar]
/content/journals/10.1075/rcl.00207.piq
Loading
Applying Cognitive Linguistics to elucidate the meanings of the particles IN/OUT and UP/DOWN in L2 classrooms
Review of Cognitive Linguistics. Published under the auspices of the Spanish Cognitive Linguistics Association 22, 450 (2024); https://doi.org/10.1075/rcl.00207.piq
/content/journals/10.1075/rcl.00207.piq
/content/journals/10.1075/rcl.00207.piq
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): Applied Cognitive Linguistics (ACL); classroom-based research; L2 vocabulary; polysemy

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error