THE IMPACT OF COGNITIVE LINGUISTICS ON SECOND LANGUAGE ACQUISITION: BRIDGING THEORY AND CLASSROOM PRACTICE

Resumen

This article explores the influence of cognitive linguistics (CL) on second language acquisition (SLA) and its implications for language teaching practice. Moving beyond traditional views of language as an abstract system of rules, CL emphasizes the embodied and conceptual nature of language, highlighting the role of meaning, metaphor, and usage frequency in learning. The article examines key cognitive linguistic concepts such as image schemas, conceptual metaphors, and usage-based models, and discusses how these inform a deeper understanding of SLA processes. It further analyzes practical applications of CL in the classroom, including metaphor-based instruction, visual aids, and usage-rich communicative tasks. The benefits of integrating cognitive linguistic insights into teaching—such as enhanced learner engagement and improved retention—are considered alongside challenges faced by educators unfamiliar with these theories. Through discussion of relevant research and case studies, the article offers recommendations for incorporating CL principles into teacher training and lesson planning. Ultimately, the article advocates for bridging the gap between linguistic theory and classroom practice to foster more effective and meaningful language learning.