Investigating Learning Approaches to Language, Culture, and Cognition: A Lens of Teaching English as a Foreign Language
Keywords:
Cognitive linguistics, EFL pedagogy, Cultural awareness, Intercultural communication, Language instructionAbstract
The relationship between language, culture, and cognition has long been a central focus in applied linguistics and language pedagogy. Cognitive linguistics, as a theoretical framework, challenges traditional language learning models by emphasizing the interconnectedness of language, human cognition, and cultural context. In teaching English as a Foreign Language (EFL), this perspective highlights the importance of integrating cognitive and cultural dimensions into language instruction. As EFL learners engage with the language, they not only acquire vocabulary and grammar but also navigate the cognitive schemas and cultural frameworks that influence how language is used in different contexts. Despite the growing recognition of this approach, there remains limited empirical research on how cognitive linguistics can be applied to EFL pedagogy and how cultural awareness can be effectively integrated into teaching practices. This study aims to investigate how cognitive linguistics informs the development of EFL teaching strategies that incorporate cultural awareness and to explore the challenges and benefits of integrating cultural content in diverse cultural contexts. The research adopts a qualitative design, using interviews and classroom observations with 15 EFL teachers from various educational settings. The findings reveal that cognitive linguistics offers a framework for designing teaching strategies that foster learners’ understanding of how language is shaped by culture and cognition. The study also highlights the challenges teachers face, such as selecting appropriate cultural materials and addressing diverse student backgrounds, but it underscores the significant benefits, including enhanced intercultural communicative competence and critical thinking. This study contributes to EFL pedagogy by emphasizing the importance of integrating cognitive and cultural elements into language instruction.
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