TY  - JOUR
AU  - Tian, Shengjiao
AU  - Zhang, Hao
PY  - 2026
DA  - 2026/09/04
TI  - Investigating the Cognitive Mechanisms of L2 Learners’ Continuation Writing: A Conceptual Blending Perspective
JO  - Frontiers in Educational Innovation and Research
T2  - Frontiers in Educational Innovation and Research
JF  - Frontiers in Educational Innovation and Research
VL  - 2
IS  - 3
SP  - 72
EP  - 89
DO  - 10.62762/FEIR.2026.926415
UR  - https://www.icck.org/article/abs/FEIR.2026.926415
KW  - continuation writing
KW  - conceptual blending theory
KW  - L2 learners
KW  - cognitive mechanism
AB  - In recent years, continuation writing has attracted growing scholarly attention in second language (L2) pedagogy and assessment. However, most existing studies have focused on learners’ surface-level linguistic output, failing to unpack the underlying conceptual blending mechanism. In particular, cognitive comparative analyses across learners with varying proficiency levels remain scarce. Drawing on Conceptual Blending Theory (CBT), this study selected 18 continuation writing samples produced by L2 English learners from a key senior high school in Sichuan Province. NVivo was employed to conduct coding and cross-group comparative analyses across four dimensions, namely plot coherence, character consistency, emotional alignment, and thematic continuity. This study examined differences in mapping patterns and emergent structures within the blended space. The findings reveal that high-proficiency learners tend to effectively integrate multiple cognitive domains, producing well-structured and thematically enriched continuations, whereas intermediate and low-proficiency learners are more prone to inappropriate mappings or blending failures. This study further underscores the theoretical value of CBT in explaining the creative linguistic output of L2 learners.
SN  - 3068-5664
PB  - Institute of Central Computation and Knowledge
LA  - English
ER  - 

@article{Tian2026Investigat,
  author = {Shengjiao Tian and Hao Zhang},
  title = {Investigating the Cognitive Mechanisms of L2 Learners’ Continuation Writing: A Conceptual Blending Perspective},
  journal = {Frontiers in Educational Innovation and Research},
  year = {2026},
  volume = {2},
  number = {3},
  pages = {72-89},
  doi = {10.62762/FEIR.2026.926415},
  url = {https://www.icck.org/article/abs/FEIR.2026.926415},
  abstract = {In recent years, continuation writing has attracted growing scholarly attention in second language (L2) pedagogy and assessment. However, most existing studies have focused on learners’ surface-level linguistic output, failing to unpack the underlying conceptual blending mechanism. In particular, cognitive comparative analyses across learners with varying proficiency levels remain scarce. Drawing on Conceptual Blending Theory (CBT), this study selected 18 continuation writing samples produced by L2 English learners from a key senior high school in Sichuan Province. NVivo was employed to conduct coding and cross-group comparative analyses across four dimensions, namely plot coherence, character consistency, emotional alignment, and thematic continuity. This study examined differences in mapping patterns and emergent structures within the blended space. The findings reveal that high-proficiency learners tend to effectively integrate multiple cognitive domains, producing well-structured and thematically enriched continuations, whereas intermediate and low-proficiency learners are more prone to inappropriate mappings or blending failures. This study further underscores the theoretical value of CBT in explaining the creative linguistic output of L2 learners.},
  keywords = {continuation writing, conceptual blending theory, L2 learners, cognitive mechanism},
  issn = {3068-5664},
  publisher = {Institute of Central Computation and Knowledge}
}