Bodily engagement in the learning and teaching of grammar

Suñer, Ferran; Roche, Jörg; Vossel, Liesbeth Van

doi:10.1075/rcl.00126.sun

Cited by 3 publications

(1 citation statement)

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“…It therefore, stands to reason that pedagogies to promote grammar learning, should provide opportunities for embodied learning. A number of studies in the area of second language learning have explored the pedagogical implications of the embodied nature of grammar (e.g., Evans and Tyler, 2005;Suñer et al, 2023). In a recent study, Boieblan (2022) found that an embodied approach to teaching spatial prepositions (in, on, at, etc.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Towards an aesthetics of grammar learning: lifting the veil on language

Ainsworth,

Bell

2024

Front. Educ.

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The last few decades have seen growing interest in the field of disciplinary aesthetics. While the physical sciences and mathematics have attracted significant interest in this area, relatively little attention has been given to the aesthetic potential of learning about the structure of one’s own native language. Within this paper, we bring together ideas from evolutionary aesthetics, philosophy, psychology and neuroscience to explore the question of what might characterize an aesthetics of grammar learning. The paper connects our previous empirical findings with theoretical developments across these disciplines. We argue that explicit grammar learning has a particular potential to evoke aesthetic experience due to its role as a mediator between procedural and declarative knowledge. We suggest that by facilitating the transformation from knowhow to knowledge, grammar learning has the potential to generate cognitive consonance, experienced as an aesthetic-epistemic feeling of fittingness. The discussion draws parallels between the characteristics of grammar and the properties of entities more traditionally conceived to be aesthetic (such as art works and performances). In particular, we note that meta-linguistic labels (grammar terms) provide concrete tokens which facilitate virtual models, supporting the transition from ‘automatism’ to ‘conscious reflection’. The paper concludes by exploring the implications for the field of disciplinary aesthetics and for developing pedagogies which maximize the aesthetic potential of grammar.

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Section: Pedagogical Implicationsmentioning

confidence: 99%

Towards an aesthetics of grammar learning: lifting the veil on language

Ainsworth,

Bell

2024

Front. Educ.

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More than tough luck

Alhmoud

2024

RCL

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Applied Cognitive Linguistics (ACL, henceforth) offers a vision of language closely tied to our experiences and views of the world, showing great promise for foreign language teaching and learning. Building upon this meaning-centered perspective, this paper discusses an interventional, quasi-experimental study assessing the effectiveness of incorporating animated images into materials for teaching comparative constructions in L2 Spanish. Conducted in three phases with varying participation rates (69 students in the first, 18 in the second, and 27 in the third), the study faced numerous factors that hindered data collection process and thereby influenced the results. Although the findings were not statistically significant, they suggest a slight improvement in post-test performance in both the experimental and comparison groups. While the potential of ACL in second language teaching and learning is undeniable, so are the challenges faced in L2 classrooms. This underscores the need for further empirical research to bridge the gap between theoretical principles and their practical implementation in real classroom settings.

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

Liu,

Qin

2024

The Modern Language Journal

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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.

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Bodily engagement in the learning and teaching of grammar

Cited by 3 publications

References 40 publications

Towards an aesthetics of grammar learning: lifting the veil on language

Towards an aesthetics of grammar learning: lifting the veil on language

More than tough luck

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

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