Schematic Diagrams in Second Language Learning of English Prepositions: A Behavioral and Event-Related Potential Study

Autor/inn/en	Zhao, Helen; Huang, Shuting; Zhou, Yacong; Wang, Ruiming
Titel	Schematic Diagrams in Second Language Learning of English Prepositions: A Behavioral and Event-Related Potential Study
Quelle	In: Studies in Second Language Acquisition, 42 (2020) 4, S.721-748 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S027226311900069X
Schlagwörter	Second Language Learning; English (Second Language); Applied Linguistics; Schemata (Cognition); Visual Aids; Feedback (Response); Form Classes (Languages); Language Proficiency; Brain; Semantics; Sentences; Language Processing + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistics; Linguistik; Angewandte Linguistik; Cognition; Schema; Kognition; Anschauungsmaterial; Analytischer Sprachbau; Language skill; Language skills; Sprachkompetenz; Gehirn; Semantik; Sentence analysis; Satzanalyse; Sprachverarbeitung
Abstract	In the current study of applied cognitive linguistics (CL), schematic diagrams that represent generalizations of physical-spatial experience were applied in a computer-based tutor that trained English prepositions for second language (L2) learners. Behavioral and electrophysiological (ERP) measures were used to examine whether schematic-diagram feedback provided by the tutor had an instructional advantage over the minimally informed correctness feedback. Behavioral results confirmed this prediction and further revealed that the treatment difference was more striking when the participants had a lower L2 proficiency. The ERP results also supported the prediction. Violation uses of prepositions yielded an N270 and an N400. Schematic-diagram feedback motivated significant changes in brain potentials, whereas correctness feedback failed to do so. Overall, our findings suggest that CL-inspired instruction of a relatively short duration led to significant improvements in learners' behavioral productive performance and in their sensitivity to semantic violation of preposition use during online sentence processing. The study provided strong neurolinguistic evidence for CL-inspired pedagogy in supporting L2 learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01