Applying cognitive linguistics to foreign language teaching and learning


 The discipline of Applied Cognitive Linguistics is a recent, still emerging framework, which is situated at the
 interface of Cognitive Linguistics (CL) and Applied Linguistics research (Pütz, Niemeier &
 Dirven 2001a, 2001b). At its core, Applied CL is concerned with the use of
 CL models, theories, or concepts for L2 teaching and learning, where it aims to create effective teaching methods, activities, or
 materials. Owing to its more recent origin in the 1990s/2000s, a lively metadisciplinary discussion is still taking place within
 the discipline, which highlights various challenges or concerns that Applied CL research is currently facing (e.g., Achard & Niemeier 2004; Pütz 2010; Roche 2014; Tyler & Huang 2018). Major
 concerns in this discussion are, for instance, (1) the underuse of empirical data in Applied CL research and (2) the yet limited
 application of CL theories to Communicative Language Teaching (as opposed to Present-Practice-Produce, in which it is typically
 embedded). This article outlines these two challenges to research in Applied CL and offers suggestions how to address these
 concerns in future investigations. By doing so, we intend to contribute to the ongoing metadisciplinary discussion about the
 Applied CL framework and to promote its further consolidation.