Developing L2 semantic knowledge of English modality through concept‐based language instruction: Do cognitive linguistics materials have an advantage?

Abstract This study investigates the pedagogical impact of integrating cognitive linguistics (CL) into concept‐based language instruction (C‐BLI) for teaching English modal verbs. Eighty‐nine Mandarin‐speaking university learners were assigned to one of three instructional conditions: C‐BLI with CL‐based conceptualizations (C‐BLI‐CL), C‐BLI with non‐CL functional grammar explanations (C‐BLI‐nonCL), and traditional definition‐based instruction (control). All groups completed pre‐, post‐, and delayed post‐tests measuring conceptual languaging and cloze‐based modal accuracy. Results showed that both C‐BLI groups outperformed the control group, but the C‐BLI‐CL group demonstrated significantly higher gains in meaningful and systematic languaging, as well as sustained accuracy in modal usage over time. In contrast, the C‐BLI‐nonCL group showed greater verbal explicability but experienced an accuracy decline at the delayed post‐test. The findings support the compatibility of CL and C‐BLI in promoting durable L2 development and suggest that instructional design grounded in conceptual coherence facilitates deeper learning. Implications are discussed for advancing meaning‐oriented grammar pedagogy through concept‐based and cognitively informed approaches.