{"title":"Challenges and potential of quasi-experimental studies in cognitive linguistics applied to language teaching and\n learning","authors":"Beatriz Martín-Gascón","doi":"10.1075/rcl.00190.mar","DOIUrl":null,"url":null,"abstract":"\n This review study focuses on the challenges faced when conducting effects-of-instruction research in Applied\n Cognitive Linguistics. It offers an overview of relevant research that has sought to demonstrate the effectiveness of a\n cognitive-based approach to second language (L2) pedagogy and provides illustrations from previous work in L2 Spanish by the\n author and colleagues of some of the factors that can influence findings in quasi-experimental research. More specifically, the\n study addresses some of the difficulties encountered in the design of materials and assessment tests, during the pedagogical\n intervention and the data collection and data analysis phases. These include choice of assessment, test effects, sample size,\n withdrawal, and time-on-task, among others. Along with these methodological issues, a discussion of possible solutions as well as\n pedagogical and methodological implications are discussed.","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"19 9","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Cognitive Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/rcl.00190.mar","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
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.