36.86, Diss: English (eng); Applied Linguistics; Cognitive Science: Eloy Romero Muñoz: "Improving the Applicability of Applied Cognitive Linguistics: Towards a process-oriented approach involving practitioners"

[The LINGUIST List]

LINGUIST List: Vol-36-86. Sat Jan 11 2025. ISSN: 1069 - 4875.

Subject: 36.86, Diss: English (eng); Applied Linguistics; Cognitive Science: Eloy Romero Muñoz: "Improving the Applicability of Applied Cognitive Linguistics: Towards a process-oriented approach involving practitioners"

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Date: 11-Jan-2025
From: Eloy Romero Muñoz [romero.fundp at gmail.com]
Subject: Improving the Applicability of Applied Cognitive Linguistics: Towards a process-oriented approach involving practitioners


Institution: PhD
Degree Date: 2025

Dissertation Title: Improving the Applicability of Applied Cognitive
Linguistics: Towards a process-oriented approach involving
practitioners

Dissertation URL:
https://www.researchgate.net/publication/387892688_Improving_the_Applicability_of_Applied_Cognitive_Linguistics_Towards_a_process-oriented_approach_involving_practitioners

Dissertation Director(s): Aliyah Morgenstern (Sorbonne Nouvelle) and
Dominique Legallois (Sorbonne Nouvelle)

Dissertation Abstract:

Cognitive Linguistics (CL) has been gaining momentum in language
teaching research. Despite the increasing theoretical as well as
empirical evidence, little is percolating to the actual classroom. In
the context of this dissertation, such failure is believed to stem
from the adoption of a product-oriented, rather than process-oriented,
approach to implementation. To explore this hypothesis, this
dissertation starts by outlining the values and flaws of a
cognitive-pedagogical approach to language teaching and learning. The
idea is to underscore the congruence between CL insights and the
language classroom as well as point out some of what Cognitive
Linguistics can and should do better to impact language teaching. For
the empirical part of this study, the dissertation starts by offering
a principled content analysis of some published teaching materials
inspired by CL. In a second phase, elements of a Cognitive Grammar
approach to the Count/Mass Distinction were incorporated into L2
learning materials. The usability of this material was then put to the
test of foreign language teachers in French-speaking Belgium. The data
was gathered through focus group discussions with pre-service teachers
(n=11), via an online survey (n=203) as well as through an exploratory
case study with classroom observation and pre-/post-observation
interviews with a practicing teacher. While reinforcing the potential
of Cognitive Linguistics for language teaching, our data also points
to the necessity of adopting a more ecological approach to the
implementation of ACL findings, i.e., an approach that engages with
existing practices and beliefs. This dissertation ends with a
principled proposal for future applications of Cognitive Linguistics
to produce grammar teaching materials that better align with the ELT
ecosystem.



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