The effectiveness of cognitive linguistics‐inspired language pedagogies: A systematic review

Abstract

This systematic review synthesizes the literature (involving 62 empirical studies) regarding the effectiveness of cognitive linguistics‐inspired language pedagogies (CL‐ILPs) on second language (L2) learning. It begins with an overview of the main theoretical tenets of cognitive linguistics followed by a description of the data selection, coding, and analysis. Then, besides noting a sharp increase of research on CL‐ILPs in the past 20 years, the review presents four main findings: (a) While various language features have been taught in CL‐ILPs, the teaching targets of CL‐ILPs have been mainly low‐schematic constructions, such as phrasal verbs and prepositions, but a few recent studies have explored the teaching of clause‐ or sentence‐level structures including conditional clauses, (b) conceptual metaphor, cognitive grammar, construction grammar, and cognitive semantics have been the main guiding cognitive linguistics theories applied in language teaching, and the hallmark teaching practices of CL‐ILPs include the use of technology‐supported or technology‐delivered visuals, schemas, and diagrams; embodied activities; and group and/or pair work, (c) methodologies used in CL‐ILP research have become increasingly sophisticated, and (d) CL‐ILPs have been found to be effective in 93.5% (i.e., 58) of the 62 reviewed studies covering learners of different age groups, first languages, and learning contexts. These findings are discussed to uncover insights concerning CL‐ILP research. Pedagogical implications and future research directions are also discussed.