An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. Thestudy has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.
Though collocations have drawn much attention in the field of language acquisition, difficulties with them have not been investigated in much detail. This paper reports on a corpus-based exploratory study that analyzes the mistakes learners made when they produced English collocations. The current study shows that not only beginners but also advanced learners have difficulties in choosing the right collocates and the difficulties that learners of different levels have are more or less the same. The L1 influence on the production of L2 collocations exists at every stage of learning though it varies with the learners' L2 competence.
