Applying Cognitive Linguistics to Teaching English Prepositions: A Quasi-Experimental Study

Autor/inn/en	Hung, Bui Phu; Vien, Truong; Vu, Nguyen Ngoc
Titel	Applying Cognitive Linguistics to Teaching English Prepositions: A Quasi-Experimental Study
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.327-346 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Psycholinguistics; Teaching Methods; Figurative Language; English (Second Language); Second Language Learning; Second Language Instruction; Form Classes (Languages); Quasiexperimental Design; Pretests Posttests; Comparative Analysis; Questionnaires; Student Attitudes; Reliability; Validity; Verbal Communication; Pictorial Stimuli; College Students; Foreign Countries; Statistical Analysis; Vietnam + Suchen Sie Ihr Suchwort? Psycholinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Analytischer Sprachbau; Fragebogen; Schülerverhalten; Reliabilität; Gültigkeit; Fantasieanregung; Collegestudent; Ausland; Statistische Analyse
Abstract	This quasi-experimental study aimed to investigate the effectiveness of applying cognitive linguistics (CL) to teaching English prepositions. The pretest-posttest between-group design was adopted. The participants were selected according to their previous learning experiences, regular out-of-class exposure, eagerness for joining the study, and pretest results. The spatial and metaphorical meanings of the prepositions above, among, at, behind, beside, between, in, in front of, on and under were taught in 4 sessions of 90 minutes. The Cognitive Group received CL-based instructions and the Traditional Group received instructions based on vivid pictures and verbal explanations. The findings showed that the Cognitive Group outperformed the Traditional Group in the posttest in terms of both the spatial and metaphorical meanings. It can be said that CL-based instruction can help learners improve their knowledge of the prepositions better than the traditional pedagogical application. It is recommended that applying cognitive linguistics can help students of other languages master English prepositions. The participants' responses to the questionnaires also assured research reliability and validity. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01