Cognitive Linguistics for Second Language Learning and Teaching
Language and Linguistics
Undergraduate: Level 6
Monday 15 January 2024
Friday 22 March 2024
11 March 2022
Requisites for this module
BA QX31 Teaching English as a Foreign Language (TEFL),
BA QX41 Teaching English as a Foreign Language (TEFL) (Including Foundation Year),
BA QX51 Teaching English as a Foreign Language (TEFL) (Including Placement Year),
BA QXH1 Teaching English as a Foreign Language (TEFL) (Including Year Abroad),
BA R8T8 Modern Languages and Teaching English as a Foreign Language (5 Years Including Foundation Year),
BA RX91 Modern Languages and Teaching English as a Foreign Language,
BA R116 Language Studies and Teaching English as a Foreign Language,
BA R117 Language Studies and Teaching English as a Foreign Language (Including Foundation Year)
This module offers an introduction to the discipline of cognitive linguistics and its application to second (L2) language learning and teaching. It focuses on cognitive linguistics views on the nature of language and language learning with specific reference to the L2 context. Cognitive linguistics sees meaning as the core of language both in relation to lexical items and grammar. Meaning is seen as closely related to general knowledge; grammar as shaped and constrained by general cognitive processes, by the needs of speakers in interaction, and by frequency of use. The module covers key concepts in the field, such as conceptualisation and construal, radial networks, encyclopaedic knowledge and its role in language comprehension and production, metaphor and metonymy, and embodied cognition. The module will familiarise you with the current state of research and knowledge in the field. It will also make you aware of how various concepts in cognitive linguistics can be applied to our understanding of L2 learning and how this understanding can inform L2 teaching, for example through the development of innovative teaching materials and methodologies.
As suggested in the module description, the main aims of this module are as follows:
• To introduce students to cognitive linguistics and key concepts associated with this approach to the study of language and L2 learning;
• To make students aware of the application of cognitive linguistics concepts to pedagogical practice in the L2 context;
• To familiarise students with current research in the field.
On successful completion of the module, you will have achieved the following:
1. A good level of awareness of key concepts and assumptions underlying cognitive linguistics;
2. Satisfactory understanding of relationships between theory and practice by exploring how cognitive linguistics can be applied to L2 learning and teaching;
3. Familiarity with current research in cognitive linguistics within an L2 perspective.
1. Introduction: What is cognitive linguistics?
2. Embodied cognition, gesture, and movement
3. Conceptualisation and construal
4. Radial networks
5. Language and the role of encyclopaedic knowledge
6. Metaphor and metonymy
7. Cognitive linguistics and pedagogy
8. Cognitive linguistics and pedagogical materials and techniques
9. Approaches to L2 learning and teaching I: A usage-based perspective
10. Approaches to L2 learning and teaching II: Sociocultural Theory
There will be one two-hour class per week for ten weeks. Each class will comprise a mixture of lecture-style and seminar-style teaching and learning activities. In the lecture part, students will be introduced to key themes and concepts as well as their implications for L2 pedagogy. We will also discuss research investigating L2 learning and teaching issues. The seminar part will focus on student-centred activities such as pair/group-work, discussion and exercises. Weekly readings as listed on Moodle will be compulsory as preparation for lectures. Further reading suggestions will be included on the reading list for the module.
Module materials will be placed on Moodle: https://moodle.essex.ac.uk/
Wen, X. and Taylor, J.R. (eds) (2021) The Routledge handbook of cognitive linguistics
. New York, NY: Routledge. Available at: http://www.taylorfrancis.com/books/9781351034708
Littlemore, J. (2009) Applying cognitive linguistics to second language learning and teaching
. Basingstoke: Palgrave Macmillan. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/610589
Knop, S. de, Rycker, T. de and Dirven, R. (2008) Cognitive approaches to pedagogical grammar: a volume in honour of René Dirven
. Berlin: Mouton de Gruyter. Available at: https://www.degruyter.com/document/doi/10.1515/9783110205381/html
Tyler, A. (2012) Cognitive linguistics and second language learning: theoretical basics and experimental evidence
. New York: Routledge. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/155812
Robinson, P.J., Ellis, N.C. and EBSCOhost ebook collection (2008) Handbook of cognitive linguistics and second language acquisition
. New York: Routledge/Taylor and Francis Group. Available at: https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=219568
Bielak, J. and Pawlak, M. (2013) Applying cognitive grammar in the foreign language classroom: teaching English tense and aspect
. Berlin: Springer. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/646123
Cadierno, T. and Eskildsen, S.W. (eds) (2016) Usage-based perspectives on second language learning
. Berlin: De Gruyter Mouton. Available at: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1076664
Masuda, K., Arnett, C. and Labarca, A. (2015) Cognitive linguistics and sociocultural theory: applications for second and foreign language teaching
. Berlin: De Gruyter Mouton. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/356380
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's reading list
Assessment items, weightings and deadlines
|Coursework / exam
||Quiz (via Moodle)
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Module supervisor and teaching staff
Dr Adela Ganem Gutierrez, email: firstname.lastname@example.org.
Dr Adela Ganem Gutierrez
Adela Gánem-Gutiérrez, 3.308, 2207, email@example.com
No external examiner information available for this module.
Available via Moodle
No lecture recording information available for this module.
* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.
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