Bridges between Cognitive Linguistics and Second Language Pedagogy精选.pdfVIP

Noriko Matsumoto Bridges between Cognitive Linguistics and Second Language Pedagogy: The Case of Corpora and Their Potential Abstract Cognitive linguistics offers a way out of the dilemma between helpful, productive linguistics and helpless, unproductive linguistics in second language pedagogy. This paper applies cognitive linguistics insights to grammatical instruction of the verb find and its complementation in communicative activities, searching for descriptively adequate, intuitively acceptable, and easily accessible accounts of how the verb find functions and how widely various uses of the verbfind are systematically related to one another. This paper also claims that the potential of learner corpora and the concept of entrenchment in cognitive linguistics make a positive contribution to grammatical instruction. In second language pedagogy, a data-driven analysis on the basis of both a learner corpus and a native speaker corpus is essential to explain the concept of entrenchment. Consequently, this paper shows some significant results in the data-driven analysis with respect to not only complementation patterns of the verb find that Japanese-speaking learners of English use, but also those that native speakers of English use. 1. Introduction Second language pedagogy is a truly multidisciplinary endeavor, because a matter of pedagogy is a matter of linguistics as well as a matter of acquisition. Every linguist does recognize how essential every experience and substantial knowledge in the area of language pedagogy is. However, the issue as to whether or not much research that we linguists have carried out is helpful or productive has sharply divided the linguists. Generative linguistics has focused on pure