Second language acquisition (SLA) or second/foreign language teaching has been influenced to various degrees by key linguistic theories, including structural linguistics (Bloomfield, 1933; Saussure, 1959), generative linguistics (Chomsky, 1957, 1965), systemic functional linguistics (Halliday, 1973), and, more recently, contemporary Cognitive Linguistics (CL; Goldberg, 1995; Lakoff, 1987, 1993; Langacker, 1987, 1991; Talmy, 1988, 2000), a theory composed of several related linguistic approaches often viewed as a response or complement to generative linguistics. While structural linguistics, generative linguistics, and systemic functional linguistics have each provided a theoretical impetus for one or more of the prominent language teaching methods or approaches over the past century (such as the Audiolingual method, the Natural method, and the Communicative Language Teaching method), CL, as a newcomer, has begun to exert a growing influence since the early 1990s. Given that the purpose of this research timeline article is to present a historical overview of the key thoughts and studies on CL-inspired approaches to instructed second language acquisition (ISLA),1 a brief discussion of CL's main differences from the other linguistic theories and its key theoretical tenets is in order.

中文翻译：

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认知语言学启发的语言教学

第二语言习得（SLA）或第二/外语教学在不同程度上受到关键语言理论的影响，包括结构语言学（Bloomfield，1933；Saussure，1959）、生成语言学（Chomsky，1957、1965）、系统功能语言学（ Halliday, 1973），以及最近的当代认知语言学（CL; Goldberg, 1995; Lakoff, 1987, 1993; Langacker, 1987, 1991; Talmy, 1988, 2000），一种由几种相关语言方法组成的理论，通常被视为对生成语言学的回应或补充。结构语言学、生成语言学和系统功能语言学都为过去一个世纪中一种或多种著名的语言教学方法或途径（如听语法、自然法、交际语言教学法）提供了理论推动力。 ），CL作为新人，从20世纪90年代初开始发挥着越来越大的影响力。鉴于这篇研究时间表文章的目的是对受 CL 启发的指导第二语言习得 (ISLA) 方法的关键思想和研究进行历史概述，1我们应该简要讨论 CL 与其他语言理论的主要区别及其关键理论原则。