A Cognitive Linguistics Application for Second Language Pedagogy: The English Preposition Tutor

Autor/inn/en	Wong, Man Ho Ivy; Zhao, Helen; MacWhinney, Brian
Titel	A Cognitive Linguistics Application for Second Language Pedagogy: The English Preposition Tutor
Quelle	In: Language Learning, 68 (2018) 2, S.438-468 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12278
Schlagwörter	Psycholinguistics; Second Language Learning; Second Language Instruction; Teaching Methods; English (Second Language); Translation; Language Tests; Feedback (Response); Cloze Procedure; Metalinguistics; Task Analysis; Pictorial Stimuli; Error Correction; Form Classes (Languages); Sino Tibetan Languages; Native Language; Comparative Analysis; Instructional Effectiveness; Models; Computer Assisted Instruction; Visual Aids + Suchen Sie Ihr Suchwort? Psycholinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Lückentext; Metalanguage; Metasprache; Aufgabenanalyse; Fantasieanregung; Korrektur; Analytischer Sprachbau; Unterrichtserfolg; Analogiemodell; Computer based training; Computerunterstützter Unterricht; Anschauungsmaterial
Abstract	This study investigated the effects of teaching English prepositions using schematic diagrams inspired by cognitive linguistics in a computer-based tutorial system called the English Preposition Tutor. Training was designed based on the theoretical framework of the Competition Model and a cognitive linguistic analysis of prepositions. Sixty-four Cantonese-speaking intermediate learners of English were trained using a sentence-picture matching task. They received one of the three types of feedback: schematic diagram feedback, metalinguistic rule feedback, or correctness feedback. Only the schematic diagram feedback group was exposed to chaining between spatial senses and nonspatial senses. Results showed that instruction was effective in all three feedback groups, as measured by a cloze test and a translation test. In the translation test, the group receiving schematic diagram feedback outperformed the correctness feedback group. The effects of the three feedback conditions were not significantly different in the cloze test. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01