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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. 450–475

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Special issue article

Applying Cognitive Linguistics to elucidate the meanings of the particles IN/OUT and UP/DOWN in L2 classrooms

Pedagogical experience vs. research findings

ORCiD logo with link | Universidad de Extremadura
ORCiD logo with link | Universidad de Extremadura
Published online: 21 October 2024
DOI logo with link
https://doi.org/10.1075/rcl.00207.piq
Abstract
Cognitive Linguistics offers valuable insights for second language instruction, particularly in enhancing motivated polysemy to facilitate vocabulary acquisition. This paper reports on a longitudinal, classroom-based study and analyses the design, implementation, and assessment of activities inspired by Cognitive Linguistics, elucidating the polysemous meanings of the particles IN/OUT and UP/DOWN. The study involved an experimental group comprising 81 Spanish secondary school students and a control group of 26 students. Following a pre-test/post-test design, participants completed two tests (a gap-fill particle test and a lexical depth test) designed to measure students’ command of polysemous meanings. Despite positive teacher feedback and a perceived increase in awareness of polysemy, the experimental learners showed no statistically significant improvement in the test results. We conclude that a comprehensive approach is required to evaluate learning outcomes, encompassing pedagogical experience, classroom-based research factors, and effective assessment measures.
Article outline
  • 1.Introduction
  • 2.ACL research: Findings and challenges in L2 vocabulary instruction
    • 2.1Figurative meanings in everyday language and their reflection in L2 teaching materials
    • 2.2Linguistic motivation and its potential for vocabulary acquisition
    • 2.3Critical gaps in ACL research
  • 3.Study
    • 3.1Objective and research questions
    • 3.2Participants
    • 3.3Research methods
      • 3.3.1Methodology
        • Phase 1: Pre-test
        • Phase 2: Teaching intervention
        • Phase 3: Delayed post-test
      • 3.3.2Data collection
        • Instruments used for quantitative data collection
          • Instrument 1 — VLT 2K
          • Instrument 2 — Particle test
          • Instrument 3 — Lexical Depth test
        • Instruments used for qualitative data collection
      • 3.3.3Data analysis
    • 3.4Pedagogical methods
      • 3.4.1Teacher training in the applications of Cognitive Linguistics to L2 instruction
      • 3.4.2Materials design and implementation of CL-oriented activities
  • 4.Results and discussion
    • 4.1Quantitative results
      • 4.1.1Pre-test and post-test results (experimental vs. control groups)
      • 4.1.2Variations in the pre-test vs. post-test scores
      • 4.1.3Comparison of lexical knowledge variations (control vs. experimental groups)
    • 4.2Qualitative insights into teacher feedback on CL-inspired pedagogy
      • Timing and schedule
      • Class size and lesson duration
      • Teaching techniques
      • Contextual relevance
  • 5.Conclusions, implications, and further directions
  • Acknowledgements
  • References
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