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Article published In: Pedagogical Linguistics
Vol. 5:1 (2024) ► pp.1–30

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More evidence that a usage-based, applied cognitive linguistics approach is effective for teaching the Spanish prepositions por and para

ORCiD logo with link | University of Richmond
Published online: 8 September 2022
DOI logo with link
https://doi.org/10.1075/pl.22005.kis
Abstract
While applying cognitive linguistics (CL) to language teaching has been proven effective for teaching polysemous prepositions in English, it has demonstrated less success with the difficult-to-acquire Spanish prepositions por and para. This points to the need for more practical research investigating if and how CL might be effective for this particular target, especially given that conventional instruction has been found to be lacking. The current study compared three instructional conditions in intact intermediate Spanish classes. The first was a traditional approach to teaching por and para that presented learners with lists of disconnected uses in one lesson (n = 32). The second was an applied CL approach that presented Principled Polysemy Networks gradually over time (n = 34), an incremental approach that is usage-based and is a best practice for cognitively demanding instruction. The third was a traditional approach that presented lists of disconnected uses but incrementally over time (n = 26). The usage-based CL approach was found to confer the most advantage for learners on a multiple-choice test, but not a fill-in-the-blank test. The findings are discussed in relation to their pedagogical applications, future directions for applied CL research, and limitations of the study.
Article outline
  • 1.Introduction
    • 1.1Applied cognitive linguistics
      • 1.1.1Usage-based language learning
      • 1.1.2Applied CL for prepositions
    • 1.2Spanish por and para: The learning problem for L1 English speakers
    • 1.3Applied CL for por and para
    • 1.4Research questions
  • 2.Methods
    • 2.1Participants
    • 2.2Instructional materials and procedures
      • 2.2.1Traditional instruction
      • 2.2.2Usage-based but traditional instruction
      • 2.2.3Cognitive linguistics and usage-based instruction
    • 2.3Testing materials and procedures
    • 2.4Analysis
  • 3.Results
    • 3.1Multiple-choice test
    • 3.2Fill-in-the-blank test
    • 3.3Questionnaire
  • 4.Discussion
    • 4.1Pedagogical implications
    • 4.2Future directions
    • 4.3Limitations
  • Acknowledgements
  • Note
  • References
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