From External Schema to Internal Tool: Navigating the Semantic Labyrinth of English Modals Through CL‐Informed Concept‐Based Language Instruction

This study investigated to what extent and how an integrated framework of cognitive linguistics (CL) and concept‐based language instruction (CBLI) supports the acquisition of English modal verbs among L2 learners. Using a quasi‐experimental design, the study compared a CL‐CBLI group ( n = 42) with a traditional‐CBLI group ( n = 40) and a control group ( n = 40) among intermediate‐level high school learners. Data from productive accuracy tests, conceptual development measures, and concurrent verbalizations were triangulated to evaluate instructional effectiveness and the process of internalization. Results suggest that the integrated CL‐CBLI approach significantly enhanced learners’ understanding of modality, evidenced by balanced accuracy across root and epistemic functions and superior long‐term retention compared to traditional descriptive methods. These findings indicate that providing a scientifically motivated orienting basis through force dynamics allows for the development of a unified and durable cognitive tool for L2 meaning‐making.