隐喻、转喻及认知语言学的理论与应用研究正在向纵深方向发展。范畴化、原型及中心-边缘辐射、概念隐喻、多义词、构式、以意义为驱动、基于使用频率等经典认知语言学话题的研究一方面与第二语言教学的研究不断融合，另一方面也不断向社会、文化及跨学科互动的方向拓展。与此同时，在内省研究、心理学实验探究的基础上，研究方法也不断涌现如话语分析、语料库以及认知神经科学路向的研究。围绕第二语言教学与真实世界中的认知语言学研究问题，本篇来自英国社会科学院院士、国际隐喻研究与应用协会主席(2023—2027)、英国伯明翰大学英语语言与语言学系教授Jeannette Littlemore的访谈展示了认知语言学于第二语言教学的重要意义：人们需要认识到语言在“使用”中形成、发展、变异和创新，语言使用存在既定规则以外的多维影响因素；同时，认知语言学可以成为人们理解现实生活和解决真实问题过程中隐形而有效的工具，但这一研究路径需要在研究方法和跨学科的知识边界上不断突破。目前，国外在识解、范畴化、概念（化）迁移、具身体验、相似性、转喻、手势等主题方面的研究进步显著，国内发展相对滞后，流散、重复、断层的现象仍比较明显，亟需加强交叉学科研究队伍建设。此外，Littlemore教授关于学术人生的感悟与分享以及对博士生和青年学者的成长建议也是本次访谈希冀带来的有益启示。

Research on metaphor, metonymy and application of cognitive linguistics has been moving into deeper territories. Classic topics of cognitive linguistics, i. e., categorization, prototypes and center-periphery radiations, conceptual metaphor, polysemy, constructions, meaning-driven and usage-frequency-based learning, are being increasingly intertwined with second-language pedagogy while simultaneously expanding toward social, cultural and interdisciplinary concerns. Building on introspective and psycholinguistic experimentation, new methods now include discourse analysis, corpus techniques and cognitive-neuroscientific approaches. With cognitive-linguistic inquiry situated in second-language teaching and the “real world” (see Low, Todd, Deignan & Cameron 2010; Cameron & Maslen 2010), this interview with Jeannette Littlemore, Fellow of the Academy of Social Sciences, President of the International Association for Researching and Applying Metaphor (2023-2027), and Professor of English Language and Linguistics at the University of Birmingham, foregrounds two key insights: (1) language is formed, developed, varied and innovated in use, governed by multi-dimensional factors beyond fixed rules; (2) cognitive linguistics can be an invisible yet powerful operational tool to understand lived experience and solve real-world problems, provided that its methodological and interdisciplinary boundaries continue to be pushed. Current international advances on construal, categorization, conceptual transfer, embodiment, resemblance, metonymy and gesture stand in contrast to China’s still-lagging scene marked by dispersion, redundancy and fragmentation; a stronger interdisciplinary research community is to be built up in urgency. Beyond the scholarship, Professor Littlemore’s reflections on academic life and her advice to doctoral students and early-career scholars offer timely inspiration.