Bayesian insights into cognitive grammar teaching: A stage 1 registered report
Author(s)
Date Issued
2026
Journal
ISSN
1467-9922
0023-8333
Citation
Language Learning, 2026.
Type
Peer Reviewed Journal Article
Abstract
This study evaluates the effectiveness of two cognitive linguistics-inspired pedagogies— Cognitive Linguistics-Inspired Pedagogy (CLIP) and Concept-Based Language Instruction (C-BLI)—for teaching English if-conditionals to L2 learners. Both approaches direct learners’ attention to relevant form–meaning cues but operationalise cue focusing differently: C-BLI integrates it with overt verbalisation, requiring learners to articulate conceptual meanings, whereas CLIP prioritises rich, conceptually motivated input without obligatory verbalisation. A test-only group is included to isolate effects of repeated testing. Using a pre– post–delayed design, the study assesses learners’ implicit and explicit, receptive and productive knowledge of Types 1–3 and examines transfer to untaught Type 0 conditionals. A novel head-and-shoulders diagram supports learners’ understanding of time, certainty, and epistemic stance. Quantitative data from three assessment tasks will be analysed using Bayesian mixed-effects models, and qualitative analyses of verbalisations will trace conceptual development. The study informs debates on verbalisation and demonstrates the value of Bayesian modelling for L2 intervention research.
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