HOW COGNITIVE LINGUISTICS CAN HELP VOCABULARY TEACHING

This article examines how Cognitive Linguistics can contribute to vocabulary teaching from both theoretical and pedagogical perspectives. It focuses on major concepts such as categorization, prototype theory, polysemy, image schemas, conceptual metaphor, and usage-based learning, and explains how these concepts can support more effective lexical instruction. In many traditional classrooms, vocabulary is often taught through memorization, translation, and isolated word lists. Although such methods may help short-term recall, they do not always enable learners to understand semantic relations among words or recognize how meanings develop in different contexts. Cognitive Linguistics offers an alternative perspective by explaining lexical meaning as motivated, interconnected, and grounded in human experience.The article particularly highlights the usefulness of cognitive linguistic approaches in teaching polysemous words, prepositions, idioms, phrasal verbs, and figurative language. It argues that vocabulary learning becomes more meaningful when learners recognize conceptual patterns behind lexical usage and understand semantic connections among meanings. In addition, the article discusses the pedagogical value of presenting vocabulary through authentic contexts and usage patterns rather than as isolated forms. At the same time, the effectiveness of this approach depends on teacher expertise, suitable materials, and adaptation to classroom needs. Overall, the article concludes that Cognitive Linguistics provides a valuable framework for making vocabulary teaching more systematic, coherent, memorable, and learner-centered.