Applying Cognitive Grammar to the Foreign Language Classroom: An Ecological Perspective
(2024) International Conference on Language Teaching: focus on form (CELF) — Location: Valencia (4.July.2024)
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- In the last two decades, research in applied cognitive linguistics has been highly prolific. In this context, grammar is described as a conceptually motivated system, closely tied to processes of imagery and metaphorization, and therefore to embodied experiences (e.g., force, dynamics, space, etc.), as well as general cognitive principles (e.g., the Figure-Ground principle). Despite the potential benefits of cognitive linguistics-based explanations and visualizations in the context of second language (L2) teaching, empirical research has so far not provided conclusive evidence of their added pedagogical value. In fact, studies have revealed that merely presenting cognitive linguistics notions to L2 learners does not always provide better access to the conceptual aspects of grammar (Suñer, et al., 2023). Rather, the results suggest that adopting an ecological research approach could contribute to a better understanding of the multiple complex causes underlying language development, especially in the context of language learning and teaching (Larsen-Freeman, 2018; Hiver et al., 2021). In this regard, the Complex Dynamics System Theory (CDST, Larsen-Freeman, 2019) posits that everything is connected (i.e., the relational principle) and that everything changes (i.e., the adaptive principle) within the complex ecosystem of the foreign language classroom. An ecological perspective in language teaching research should help identify dynamic patterns of change, understand and model the complex mechanisms and processes through which these patterns emerge, and apply the relevant parameters to influence the behavior of these ecosystems (Hiver et al., 2021; Overton & Lerner, 2014). As a result, an ecological research approach will increase experimental realism and, therefore, enhance the applicability of research findings in practice. Similarly, it also requires strong collaboration between researchers and teachers throughout the research cycle. The presentation will focus on the theoretical, methodological, and practical challenges related to implementing classroom studies from an ecological perspective and will present a research agenda for the field of applied cognitive linguistics. • Hiver, P., Al-Hoorie, A.H., & Larsen-Freeman, D. (2021). Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: Beyond the quantitative–qualitative divide. International Review of Applied Linguistics to Language Teaching, 60, 7–22. • Larsen-Freeman, D. (2018). Looking ahead: Future directions in, and future research into second language acquisition. Foreign Language Annals, 51, 55–72. • Larsen-Freeman, D. (2019). On language learner agency: A complex dynamic systems theory perspective. Modern Language Journal, 103 (Supplement 2019), 61–79. • Overton, W. F. & Lerner, R. M. (2014). Fundamental Concepts and Methods in Developmental Science: A Relational Perspective. Research in Human Development, 11(1), 63-73. • Suñer, F., Roche, J., & Van Vossel, L. (2023). Bodily engagement in the learning and teaching of grammar: On the effects of different embodied practices on the acquisition of German modal verbs. Review of Cognitive Linguistics, 21, 35–63.
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Suner Munoz, F. (2024). Applying Cognitive Grammar to the Foreign Language Classroom: An Ecological Perspective. International Conference on Language Teaching: focus on form (CELF), Valencia. https://hdl.handle.net/2078.5/218116