Cognitive Linguistics of Second Language Acquisition

Bibliographic Data

ID23737756
AuthorsMarjolijn Verspoor (0000-0001-8828-8405), Frank Boers (0000-0001-7552-4931)
Year2012
Publication date2012-11-05
Peer ReviewedYes
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal0148
OpenAlexW1551041562
ISBN9781405198431
LanguageEN
References cited23

When investigating second language development or deciding on ways to teach it, it is important to know how language and language development are viewed in general, because it will determine to a great extent what you look for, what you find, and what you teach. For example, if you think that syntax (form) drives a modular system, your attention will focus mainly on form. On the other hand, if you think the need to communicate and express meaning drives a dynamic, complex system, your attention turns to how language users develop their meaning system and how insights into this development may help in teaching an L2. Cognitive linguistics (CL) holds the latter view. In this entry, we will first explain the basic concepts in CL, contrast them with syntax‐driven approaches to SLA, and finally show how CL insights may be applied in the L2 classroom.

Applied linguistics · Cognition · Cognitive linguistics · Comprehension approach · Developmental linguistics · Focus (optics) · Language education · Linguistics · Meaning (existential) · Modular design · Programming language · Second-language acquisition · Syntax · Computer Science · EFL/ESL Teaching and Learning · Language, Metaphor, and Cognition · Philosophy · Psychology · Second Language Acquisition and Learning

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