Integration and Compatibility of Sociocultural Theory and Cognitive Linguistics for Second Language Lexicogrammar Instruction

Achard, M. (2008). Teaching construal: Cognitive pedagogical grammar. In P. Robinson & N. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 432–456). Lawrence Erlbaum Associates.

Achard, M. (2018). Teaching usage and concepts: Toward a cognitive pedagogical grammar. In A. Tyler, L. Huang & H. Jan (Eds.), What is applied cognitive linguistics?: Answer from current SLA research (pp. 31–45). Mouton de Gruyter.

Al-Hoorie, A. H., Hiver, P., Larsen-Freeman, D., & Lowie, W. (2021). From replication to substantiation: A complexity theory perspective. Language Teaching, 23, 1–16. http://dx.doi.org/10.1017/S0261444821000409

Arnett, C., & Deifel, K. (2015). A cognitive linguistic approach to two-way prepositions in L2 German. In K. Masuda, C. Arnett & A. Labarca (Eds.), Cognitive linguistics and sociocultural theory: Applications to foreign and second language teaching (pp. 184–201). Mouton de Gruyter.

Arnett, C., & Jernigan, H. (2014). A cognitive grammar account of case for L2 students of German. German as Foreign Language, 1, 68–93. 

Arnett, C., & Suñer, F. (2019). Leveraging cognitive linguistic approaches to grammar teaching with multimedia animations. Journal of Cognitive Science, 20(3), 365–399. http://dx.doi.org/10.17791/jcs.2019.20.3.365

Buescher, K., & Strauss, S. (2015). A cognitive linguistic analysis of French preposition à, dans, and en and a sociocultural theoretical approach to teaching them. In K. Masuda, C. Arnett & A. Labarca (Eds.), Cognitive linguistics and sociocultural theory: Applications to foreign and second language teaching (pp. 155–181). Mouton de Gruyter.

Buescher, K., & Strauss, S. (2018). Conceptual frameworks and L2 pedagogy: The case of French prepositions. In A. Tyler, L. Ortega, M. Uno & H. I. Park (Eds.), Usage-inspired L2 instruction: Researched pedagogy (pp.95–115). John Benjamins.

Bybee, J. (2008). Usage-based grammar and second language acquisition. In P. Robinson & N. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 216–213). Lawrence Erlbaum Associates.

Cole, M. (2009). The perils of translation: A first step in reconsidering Vygotsky's theory of development in relation to formal education. Mind, Culture, Activity, 16(4), 291–295. https://psycnet.apa.org/doi/10.1080/10749030902795568

Croft, W., & Cruse, A. (2004). Cognitive linguistics. Cambridge University Press.

Dolgova Jacobsen, N. (2018). Using blending to teach English conditionals. In A. Tyler, L. Huang & H. Jan (Eds.) What is applied cognitive linguistics? Answers from the L2 classroom and SLA studies (pp.181–202). Mouton de Gruyter.

Ellis, N.C., & Robinson, P. (2008). An introduction to cognitive linguistics, second language acquisition, and language instruction. In P. Robinson & N.C. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 4–24). Routledge.

Engeström, Y., Miettinen, R., & Punamäki, R. L. (Eds.). (1999). Perspectives on activity theory. Cambridge university press.

Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (2010). Beyond smarter: Mediated learning and the brain's capacity for change. Teachers College, Columbia University.

Frawley, W., & Lantolf, P. (1985). Second language discourse: A Vygotskyan perspective. Applied Linguistics, 6(1), 337–345. http://dx.doi.org/10.1093/applin/6.1.19

Freeman, D. L., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200–213. https://doi.org/10.1111/j.1540-4781.2008.00714.x

Gal'perin, P. Y. (1969). Stages in the development of mental acts. In M. Cole & I. Maltzman (Eds.), A handbook of contemporary Soviet psychology (pp. 249–272). Basic Books. 

Gal'perin, P. Y. (1992/1978). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology, 30(4), 60–80. http://dx.doi.org/10.2753/RPO1061-0405300460

Gal'perin, P. Y. (1989). Mental actions as a basis for the formation of thoughts and images. Soviet Psychology, 27(2), 45–64.

García, P. N. (2018). Concept-based instruction: Investigating the role of conscious conceptual manipulation in L2 development. In J. P. Lantolf, M. E. Poehner & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 181–196). Routledge.

Gass, S. M., & Mackey, A. (2016). Stimulated recall methodology in applied linguistics and L2 research. Taylor & Francis.

Geeraerts, D. (2021) Cognitive semantics. In Z. Wen, Z. & J.R. Taylor (Eds.), The Routledge handbook of cognitive linguistics (pp. 19–42). Routledge.

Hill, K. (2019). Cognitive linguistics, sociocultural theory and content and language integrated learning: Researching development of polysemous L2 lexis. Language and Sociocultural Theory, 6(2). 133–157. http://dx.doi.org/10.1558/lst.35805

Holme, R. (2007). Sociocultural approaches to second language learning: The contribution of cognitive linguistic approaches. In R. Alanen & S. Poyhonen (Eds.), Language in action: Vygotsky and Leontievian legacy today (pp. 203–222). Cambridge Scholars Publishing.

Infante, P. (2016). Mediated development: Promoting L2 conceptual development through interpsychological activity, Unpublished doctoral dissertation. The Pennsylvania State University: University Park, PA.

Janda, L. A. (2015). Tense, aspect and mood. In E. Dabrowska & D. Divjak (Eds.), Handbook of cogni-tive linguistics (pp. 616–634). Mouton de Gruyter.

Kissling, M. E., & Muthusamy, T. (2022). Exploring boundedness for concept-based instruction of Aspect: Evidence from learning the Spanish preterite and imperfect. The Modern Language Journal, 106(2), 371–392.  http://dx.doi.org/10.1111/modl.12778  

Langacker, R. (1987). Foundations of cognitive grammar, Vol, I. Stanford University Press.

Langacker, R. (2000). A dynamic usage-based model. In M. Barlow & S. Kemmer (Eds.), Usage-based models of language (pp. 1–63). Center for the Study of Language & Information Publications.

Langacker, R. (2002). Cognitive grammar: A basic introduction. Oxford University.

Lantolf, J. P. (2006). Sociocultural theory and L2. Studies in Second Language Acquisition, 28(1), 67–109.  https://doi.org/10.1017/S0272263106060037

Lantolf, J. P. (2007). Sociocultural source of thinking and its relevance for second language acquisition. Bilingualism: Language and Cognition, 10(1), 31–33. http://dx.doi.org/10.1017/S1366728906002768

Lantolf, J. P. (2010). Sociocultural theory and the pedagogical imperative. In R. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 163–177). Oxford University Press.

Lanotolf, J. P. (2011). Integrating sociocultural theory and cognitive linguistics in the second language classroom. In E. Hinkel (Ed.), Handbook of research in second language teaching vol.2 (pp. 303–318). Routledge.

Lantolf, J. P., & Thorne, S. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.

Lantolf, J. P., & Poehner, M. (2014). Sociocultural theory and the pedagogical imperative in L2 education. Routledge.

Lantolf, J., & Tsai, M-H. (2018). L2 developmental education and systemic theoretical instruction: The case of English verb+noun collocations. In A. Tyler, L. Ortega, M. Uno, & H. I. Park (Eds.), Usage-inspired L2 instruction: Researched pedagogy (pp. 29–53). John Benjamins.

Lysinger, D. (2015). The case for hidden meaning: An application of cognitive linguistics in the Russian classroom. In K. Masuda, C. Arnett, & A. Labarca. (Eds). Cognitive linguistics and sociocultural theory: Applications to foreign/second language teaching (pp. 233–257). Mouton de Gruyter.

Masuda, K. (2018) (Ed.). Cognitive linguistics and Japanese pedagogy: A usage-based approach to language learning and instruction. Mouton de Gruyter.

Masuda, K., Arnett, C., & Labarca, A. (2015) (Eds). Cognitive linguistics and sociocultural theory: Applications to foreign/second language teaching. Mouton de Gruyter.

Masuda, K., & Labarca, A. (2015). Schemata use and languaging quality in learning Japanese polysemous particles ni and de. In K. Masuda, C. Arnett. & A. Labarca (Eds.), Cognitive linguistics and sociocultural theory: Applications to foreign and second language teaching (pp. 203–232). Mouton de Gruyter.

Masuda, K., & Labarca, A. (2018a). A usage-based approach for presentation of polysemous particles in JFL instruction. In K. Masuda (Ed.), Cognitive linguistics and Japanese pedagogy: A usage-based approach to language learning and instruction. Mouton de Gruyter.

Masuda, K., & Labarca, A. (2018b). Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles. In A. Tyler, L. Ortega, M. Uno, & H. I. Park (Eds.), Usage-inspired L2 instruction: Researched pedagogy (pp. 117–142). John Benjamins.

Masuda, K., & Ohta, A. (2021). Teaching subjective construal and related constructions with SCOBAs: Concept learning as a foundation for Japanese language development. Language and Sociocultural Theory, 8(1), 35–67. http://dx.doi.org/10.1558/lst.19036

Masuda, K., Ohta, A. & Tsujihara, R. (under contract). Concept-based language instruction: Usage-based linguistics and sociocultural theory in teaching Japanese. Routledge.

Negueruela, E. (2003). A sociocultural approach to the teaching and learning of second languages: Systemic-theoretical instruction and L2 development. Unpublished doctoral dissertation. University Park, PA: The Pennsylvania State University.

Negueruela, E. (2008). Revolutionary pedagogies: Learning that leads (to) second language development. In J. P. Lantolf and M E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp.189–227). Equinox Press.

Negueruela, E., & Lantolf, J. P. (2006). Concept-based instruction and the acquisition of L2 Spanish. In by R. Salaberry and B. Lafford (Eds.). The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis (pp. 79-102). Georgetown University Press.

Salaberry & B. Lafford (Eds.), The art of teaching Spanish: Second language acquisition from research to Praxis (pp. 79–102). Georgetown University Press.

Niemeier, S. (2008). The notion of boundedness/unboundedness in the foreign language classroom. In F. Boers and S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 309–327). Mouton de Gruyter.

Paradis, C. (2001). Adjectives and boundedness. Cognitive Linguistics, 12(1), 47–65. https://doi.org/10.1515/cogl.12.1.47

Poehner, M. E., & Infante, P. (2019). Mediated Development and the internalization of psychological tools in second language (L2) education. Learning, Culture and Social Interaction, 22, Article 100322. https://doi.org/10.1016/j.lcsi.2019.100322

Sato, S., Hasegawa, A., Kumagai, Y., & Kamiyoshi, U. (2017). Content-based instruction (CBI) for the  social future: A recommendation for critical content-based language instruction (CCBI). L2 Journal, 9(3), 50–69. https://doi.org/10.5070/L29334164

Serrano-Lopez, M., & Poehner, M. E. (2008). Materializing linguistic concepts through 3-D clay modeling: A tool-and-result approach to mediating L2 Spanish development. In J. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 321–346).  Equinox Press.

Suñer, F., & Roche, J. (2019). Embodiment in concept-based L2 grammar teaching: The case of German light verb constructions. International Review of Applied Linguistics in Language Teaching, 59(3), 42–447. https://doi.org/10.1515/iral-2018-0362   

Swain, M. (2006). Languaging, agency and collaboration in advanced language proficiency. In H. Byrners (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). Continuum.               

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371–391. https://doi.org/10.1093/applin/16.3.371

Swain, M., Kinnear, P., & Steinman, L. (2015). Sociocultural theory in second language education: An introduction through narratives. Multilingual Matters. 

Talmy, L. (2000). Toward a cognitive semantics, Vol 2. The MIT Press.

Taylor, J. (2002). Cognitive grammar. Oxford University Press.

Taylor, J. (2008). Some pedagogical implications of cognitive linguistics. In R. A. Geiger & B. Rudzka-Ostyn (Eds.), Conceptualizations and mental processing in language (pp. 3–65). Mouton de Gruyter.

Tsai, M.-H. (2014). Usage-based cognitive semantics in L2 collocation: A microgenetic analysis of EFL students’ collocational knowledge. Unpublished PhD dissertation. The Pennsylvania State University, University Park, PA.

Tyler, A. (2008). Cognitive linguistics and second language instruction. In P. Robinson & N. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 456–488). Lawrence Erlbaum Associates.

Tyler, A. (2012). Cognitive linguistics and second language learning: Theoretical basics and experimental evidence. Routledge.

van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. Longman.      

Verspoor, M., & Tyler, A. (2009). Cognitive linguistics and its application to second language teaching. In W. Ritchie & T. Bhatia (Eds.), New handbook of second language acquisition (pp. 159–177). Emerald group publishing limited.

Voloshinov, V. N. (1973). Marxism and the philosophy of language. Translated by L. Matejka and I.R. Titunik. Harvard University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.), and Translation of original works published 1930-1935). Harvard University Press.

Vygotsky, L. S. (1986). Thought and language. The MIT Press.

Vygotsky, L. S. (1987). Thinking and speech. In W. R. Rieber and A. S. Carton (Eds.), The collected works of L.S. Vygotsky, Volume 1 (pp. 37–288). Plenum Press.

Wen, Z., & Taylor. R. J. (2021). The Routledge handbook of cognitive linguistics. Routledge.

White, B. (2012). A conceptual approach to the instruction of phrasal verb. The Modern Language Journal, 96(3), 419–433. http://dx.doi.org/10.2307/41684098

White, B. (2018). Making sense of the definite article through a pedagogical schematic. In A. Tyler, L. Huang and H. Jan (Eds.), What is applied cognitive linguistics? Answers from the L2 classroom and SLA studies (pp. 203–225). Mouton de Gruyter.