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This study, part of the IMAGINE project (PID2021-128771OB-I00), explores the pedagogical effectiveness of icono-figurative images in teaching Spanish verb tenses as a foreign language. Grounded in cognitive grammar, it examines how visual representations—ranging from figurative to schematic—support native speakers in accurately identifying tense, mood, and aspect, especially depending on discourse contextualization. Visuals are presented as symbolic tools that bridge intuitive knowledge with explicit grammatical concepts. The study compares two test types: a narratively contextualized one (CONTEST) and a metalinguistic schematic version (METATEST), administered with and without explicit instruction. Sixty-one native speakers participated, divided into two groups. Results show that narrative context significantly aids in verb form selection by reducing cognitive load and enhancing inference. In contrast, more abstract or decontextualized tasks, like the METATEST without instruction, posed greater challenges, particularly for complex tenses such as the conditional perfect. The findings suggest that combining visuals with narrative frameworks and well-designed explicit instruction can improve L2 grammar learning. Additionally, the study emphasizes the need to rigorously validate visual materials before applying them in educational settings.
