Exploring Uses of Cognitive Linguistic Analysis of English Conditionals in L2 Pedagogical Context

10:10 - 10:35am
Presented at: 12th International Cognitive Linguistics Conference (ICLC-12)

In recent years, cognitive linguistic theory has been successfully applied to pedagogical contexts in regard to a large range of grammatical categories (Tyler, 2012). The hypothesis investigated in this study was that the application of a cognitive linguistic analysis of English conditionals to classroom practices has the potential to provide L2 learners with a fuller and more accessible account of conditional meaning and its functions in multiple usage contexts. Both quantitative and qualitative findings support using cognitive linguistic analysis of English conditionals in L2 classrooms and suggest a number of ways that would make the adaptation of cognitive linguistic theory to practice most meaningful for language learners.