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

In recent years, there has been a growing interest in bringing together Vygotskian sociocultural theory and cognitive linguistics for research on second language (L2) instruction. This paper explores the compatibility of the two theoretical orientations and finds that certain key assumptions within cognitive linguistics align well with sociocultural theory. Importantly, both theories hold similar positions on the relationship between language and cognition and on the influence of culture and the external physical world on language. Possible tension between the theories lies namely in their application to L2 pedagogy and research methodology for the classroom. In order to examine how sociocultural theory and cognitive linguistics are being integrated in L2 pedagogy, we review six recent empirical studies that are informed by both theories and that target the instruction of lexicogrammar in four different languages. We identify common themes and note challenges for future research. Finally, we make recommendations for the continued integration of sociocultural theory and cognitive linguistics for L2 instruction.

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

Concept-based Language Instruction (C-BLI) , Cognitive linguistics , Lexcicogrammar Instruction , Sociocultural Theory