II
The cognitive group participants also responded that they appreciated the
CL-based teaching of the prepositions more than the pedagogical applications
which their former teachers had previously applied in terms of both the spatial
and metaphorical meanings. Six out of 25 cognitive members responded that
the teacher should have added something fun to make the class more interested
in the lesson. Most of the participants believed
that CL-based teaching was
appropriate and admitted that CL-based teaching had more positive effects on
their knowledge of the spatial meanings than that of the metaphorical meanings.
The findings suggest that future studies and practices in ELT which
would like to apply cognitive linguistics in EFL (English as a foreign language)
classroom could include songs or games in the post-teaching stage to make the
class more interesting. Further research can also apply cognitive linguistics to
teaching other prepositions in other contexts and employ a delayed posttest to
measure the students’ retention of knowledge.