Compatibility of Applied Cognitive Linguistics with the teaching of ELE. Notes from the classroom
doi: https://doi.org/10.31810/rsel.53.1.2
Keywords:
Applied Cognitive Linguistics; Teaching Spanish as a Foreign Language; L2 Pedagogy; Cognitive GrammarAbstract
Since the beginning of the 2000s, Applied Cognitive Linguistics has gradually become a pedagogical approach of interest with increasing popularity both in the theoretical and empirical fields, as well as in the classrooms of Spanish as a foreign language (ELE). Many of the core concepts, based on human sensory experience and influenced by the culture of discourse communities (and less by prescriptive language constraints), offer motivated learning which is more focused on usage and less on language as an object of study. If language is understood as embodied and emerging from the physical interaction of human beings with their environment, the learning of L2 can become less foreign and more accessible. Promoting linguistic reflection normalizes cross-linguistic reasoning and improves critical thinking, whereby students are encouraged to make reasoned connections between the languages they know and those they learn. In this article, some of the key principles will be considered, such as prototypes, metaphorical competence or embodiment, among others, to understand how they apply to the instruction of grammatical aspects of Spanish/L2 and its teaching materials.
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