ABSTRACT
During the past 15 years there has generally been a move away from attempts to apply theoretical models of language to issues in second language (L2) pedagogy. Attention has focused on issues of methodology, such as the usefulness of implicit versus explicit instruction, with little regard for the underlying model of language being assumed. In large part this is because the predominant linguistic paradigms have been based on highly abstract, non-usage-based models that offered L2 teachers little in the way of insightful, accessible presentations of grammar or lexis (LarsenFreeman, 1996). L2 teachers are often hesitant to explore new theoretical approaches. In many cases, even the most cogent theoretical analysis is likely to be seen as having little use to L2 researchers and teachers who are unfamiliar with the theoretical framework or unable to make links between the theoretical analysis and effective teaching materials. Thus, one of the most central challenges for applied cognitive linguists is to provide accessible, precise explanations of various linguistic phenomena to nontheoreticians. A key goal of the present work is to provide a cognitive linguistic presentation of the English modal verbs that is accessible to L2 teachers and to offer evidence that such applications of the theory can form the basis for L2 research and teaching materials.
