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The Effects of a Cognitive Linguistic Approach on College Students' Learning English Tenses in Taiwan

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Title: The Effects of a Cognitive Linguistic Approach on College Students' Learning English Tenses in Taiwan
Language: English
Authors: Li-Chin Yang (ORCID 0000-0002-9148-675X)
Source: Language Teaching Research. 2026 30(3):1390-1431.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 42
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Freshmen, English (Second Language), Second Language Instruction, Morphemes, Cognitive Processes, Instructional Effectiveness, Grammar, Chinese, Conventional Instruction, Knowledge Level, Student Attitudes
Geographic Terms: Taiwan
DOI: 10.1177/13621688231178196
ISSN: 1362-1688
1477-0954
Abstract: This study investigated the effectiveness of cognitive linguistics-based instruction (CLI), as compared to that of traditional instruction (TI), in classrooms where English present and past tenses were taught to Chinese learners of English as a foreign language (EFL). Seventy-nine non-English major freshmen at CEFR B1 level from a Taiwan university were divided into two groups: the CLI group (N = 41) and the TI group (N = 38). In CLI, the cognitive notion of immediacy/non-immediacy for the present/past tenses and how prototypical and peripheral senses of the English tenses are tackled in cognitive linguistics were introduced, and then interpretation tasks were given for familiarizing learners with the previously learned information. In TI, language facts were explained through grammatical taxonomies, such as generics encoded with simple present, and past events encoded with simple past, followed by interpretation tasks. To measure learning outcomes, a pretest, a posttest, and a delayed posttest were conducted one week before, one week after, and five weeks after the teaching intervention. A questionnaire was also given to explore learners' learning awareness about English tense teaching. Results revealed that CLI could be a more efficient teaching method for tense selection than TI in both short- and long-term learning outcomes. In addition, learners receiving CLI, provided with tools for prospective autonomous learning, may make consistent progress, construct an ability to observe pragmatic contexts, and build better cross-linguistic awareness. These findings suggest positive implications for EFL teachers and researchers in integrating cognitive linguistics with grammar teaching.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500306
Database: ERIC
FullText Text:
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  Data: The Effects of a Cognitive Linguistic Approach on College Students' Learning English Tenses in Taiwan
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  Data: <searchLink fieldCode="AR" term="%22Li-Chin+Yang%22">Li-Chin Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9148-675X">0000-0002-9148-675X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(3):1390-1431.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Morphemes%22">Morphemes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 10.1177/13621688231178196
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  Data: 1362-1688<br />1477-0954
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  Label: Abstract
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  Data: This study investigated the effectiveness of cognitive linguistics-based instruction (CLI), as compared to that of traditional instruction (TI), in classrooms where English present and past tenses were taught to Chinese learners of English as a foreign language (EFL). Seventy-nine non-English major freshmen at CEFR B1 level from a Taiwan university were divided into two groups: the CLI group (N = 41) and the TI group (N = 38). In CLI, the cognitive notion of immediacy/non-immediacy for the present/past tenses and how prototypical and peripheral senses of the English tenses are tackled in cognitive linguistics were introduced, and then interpretation tasks were given for familiarizing learners with the previously learned information. In TI, language facts were explained through grammatical taxonomies, such as generics encoded with simple present, and past events encoded with simple past, followed by interpretation tasks. To measure learning outcomes, a pretest, a posttest, and a delayed posttest were conducted one week before, one week after, and five weeks after the teaching intervention. A questionnaire was also given to explore learners' learning awareness about English tense teaching. Results revealed that CLI could be a more efficient teaching method for tense selection than TI in both short- and long-term learning outcomes. In addition, learners receiving CLI, provided with tools for prospective autonomous learning, may make consistent progress, construct an ability to observe pragmatic contexts, and build better cross-linguistic awareness. These findings suggest positive implications for EFL teachers and researchers in integrating cognitive linguistics with grammar teaching.
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        Value: 10.1177/13621688231178196
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      – Text: English
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        PageCount: 42
        StartPage: 1390
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Freshmen
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Morphemes
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      – SubjectFull: Chinese
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Taiwan
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