Acceso usuarios
Due to their internal complexity, English conditionals represent a challenge for L2 learners; furthermore, most ESL grammar books lack precise explanations of conditional meanings and usage contexts. As a solution, cognitive linguistic research on conditionals (Dancygier and Sweetser 2005), based on theory of conceptual blending and mirroring human cognition processes, could be very beneficial for L2 learners. In this study, elements of cognitive linguistic analysis of English hypothetical conditionals were incorporated into L2 learning materials. The design of the study was quasi-experimental, with three groups (N = 57) participating: cognitive, task-supported, and control. Pedagogic consciousness-raising tasks were used to provide a context for meaningful practice for cognitive and task-supported groups. The research questions explored the efficacy of different types of instruction for L2 development of English conditional phrases, as measured by a post-test and a delayed post-test. The findings of t-test and analysis of variance procedures (p = .001) indicate that participants from the cognitive group outperformed the participants from the task-supported and control groups and demonstrated a higher degree of understanding of conditional usage contexts.
