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Cognitive Linguistics and Its Applications to Second Language Teaching

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Language Awareness and Multilingualism

Part of the book series: Encyclopedia of Language and Education ((ELE))

Abstract

Cognitive linguistics (CL) is based on the assumption that meaning is embodied and attempts to explain facts about language in terms of other properties and mechanisms of the human mind and body. Meaning is therefore often motivated through metaphor, metonymy, and image schemas, not only at the lexical level but also in syntax and morphology. Even though studies that apply CL theoretical insights to L2 learning and teaching are still relatively sparse, applied linguists such as Nick Ellis (cf. 19 and 1999) and Jim Lantolf (2011) have explicitly stated that CL has a lot to offer to SLA because it provides for meaningful learning, giving insight into the conceptual principles that may give rise to different forms. This chapter first gives a brief overview of how CL has developed, and then after explaining CL in more detail, it shows what a CL view entails for second language development and how it may be used in raising language awareness in second language teaching.

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Notes

  1. 1.

    In Late Latin, the verb lanco occurred, related to the noun lancea. The English verb launch and noun lance are derived from two different French dialects. In its earliest attestation, launch is used with the sense of wielding a lance.

  2. 2.

    Because there is also a degree of metaphor involved (tension projected on face) in addition to the fact that the tautness points to the person’s emotion, Goossens (1990) would label this example “metaphtonymy.”

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Author information

Authors and Affiliations

  1. Departments of English and Applied Linguistics, University of Groningen, 716, 9700AS, Groningen, The Netherlands

    Marjolijn H. Verspoor

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  1. Marjolijn H. Verspoor
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Correspondence to Marjolijn H. Verspoor .

Editor information

Editors and Affiliations

  1. Faculty of Education Philosophy and Anthropology, University of the Basque Country UPV/EHU, Donostia – San Sebastián, Spain

    Jasone Cenoz

  2. Faculty of Education Philosophy and Anthropology, University of the Basque Country UPV/EHU, Donostia – San Sebastián, Gipuzkoa, Spain

    Durk Gorter

  3. Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

    Stephen May

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Verspoor, M.H. (2017). Cognitive Linguistics and Its Applications to Second Language Teaching. In: Cenoz, J., Gorter, D., May, S. (eds) Language Awareness and Multilingualism. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02240-6_4

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