COGNITIVE LINGUISTICS AND APPLICATIONS TO ENGLISH LANGUAGE TEACHING

Abstract

English language teaching is a relatively complicated and controversial area. Some researchers postulate that there is no difference in one’s acquisition of a second or foreign language and that of the first language (L1 = L2). However, other linguists believe that one’s native language always interferes with his or her learning of a second or foreign language (L1 interference). Cognitive linguistics has shed light on some issues of second or foreign language acquisition English language teaching, and then made implications for teaching English as a foreign language. With examples and models demonstrating perspectives of cognitive linguistics and reviews of international studies, the author outlines and explains language phenomena and draws conclusion on applying Cognitive linguistics to English language teaching.