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Article published In: Bringing Figurative Language into Real L2 Classrooms: The challenges of empirical testing
Edited by Ana M. Piquer-Píriz and Reyes Llopis-García
[Review of Cognitive Linguistics 22:2] 2024
► pp. 354–373

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Special issue article

Challenges and potential of quasi-experimental studies in cognitive linguistics applied to language teaching and learning

ORCiD logo with link | Universidad Complutense de Madrid
Published online: 13 June 2024
DOI logo with link
https://doi.org/10.1075/rcl.00190.mar
Abstract
This review study focuses on the challenges faced when conducting effects-of-instruction research in Applied Cognitive Linguistics. It offers an overview of relevant research that has sought to demonstrate the effectiveness of a cognitive-based approach to second language (L2) pedagogy and provides illustrations from previous work in L2 Spanish by the author and colleagues of some of the factors that can influence findings in quasi-experimental research. More specifically, the study addresses some of the difficulties encountered in the design of materials and assessment tests, during the pedagogical intervention and the data collection and data analysis phases. These include choice of assessment, test effects, sample size, withdrawal, and time-on-task, among others. Along with these methodological issues, a discussion of possible solutions as well as pedagogical and methodological implications are discussed.
Article outline
  • 1.Introduction
  • 2.Quasi-Experimental Designs (QED)
    • 2.1QED effects-of-instruction research in Applied Linguistics
  • 3.Empirical research in acl to the L2 classroom
  • 4.The case of three recent QED effects-of-instruction investigations
    • 4.1Investigation 1: Pysch verbs at basic levels
    • 4.2Investigation 2: Metaphorical constructions at intermediate levels
    • 4.3Investigation 3: Verbal irony at intermediate and advanced levels
    • 4.4Strengths and methodological challenges
  • 5.Conclusions and further research
  • References
References (34)
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