The complexity of English prepositions has always been a challenge for second language (L2) learners (Celce-Muricia & Larsen-Freeman, 1999). Cognitive linguists have made a substantial amount of effort of analyzing the semantic representations of the prepositions (Lakoff, 1987; Talmy, 2000; Tyler & Evans, 2003; Lindstromberg, 2010). Schematic drawings, with variation among studies, are proposed to visualize the conceptual representations and to connect the basic spatial senses (e.g., in a box) with the more abstract, metaphorical senses (e.g., in love) of prepositions. Some empirical studies (Tyler, 2012; Tyler, Mueller & Ho, 2010) found positive learning outcomes when L2 learners were taught prepositions with cognitive linguistics methods. Yet, few studies provided step-by-step descriptions of their instructional procedures. Inadequate information of exactly what was going on in these classrooms makes it difficult to replicate or to compare across studies. / The current study is an experimental study that investigates the effects of teaching English prepositions with cognitive linguistics methods in a computer-based tutorial system. Our main research question is to see whether cognitive linguistic approach outperforms traditional explicit instruction. The participants of the present study were 64 Cantonese learners of English, at Secondary 4 level, from a Hong Kong secondary school with English as the medium of instruction. They were randomly assigned to one of the four groups: 1) schema feedback (SF); 2) rule feedback (RF); 3) corrective feedback (CF); and 4) control group (receiving training on English articles). The first three groups received training on three prepositions (in, at, over) through the online interface shown in Figure 1. On each screen they were presented with a picture stimulus and two minimal-pair sentences that only differed on the prepositions (e.g., Ben jumped over the ditch vs. Ben jumped towards the ditch). They were asked to choose the sentence that matched the picture. They were provided with immediate feedback. The SF group (Figure 1) was given the schematic drawing mapped with the sentence as well as a verbal explanation of the mapping. The RF group was given a metalinguistic explanation of the preposition usage with three example sentences. The CF group was informed of whether their choice was correct or wrong. All the four groups went through the same procedure with three sessions: a pretest, training (balanced time across groups), and a posttest. The tests were composed of two parts: a cloze test and a translation test, both at the sentential level. / The findings showed no significant difference in terms of accuracy of performance among the four groups at the pretest. But at the posttest, there was a significant difference between the three preposition training groups and the control group. This finding suggests positive instructional effects of the tutor. Regarding the distinction of feedback, a marginal significant difference was observed among the SF, RF, and CF groups at the posttests and such difference only came from the translation test. That indicates that the amount and the type of information that were provided to the participants did not matter for cloze test but did create superiority effect in the production test, when they were instructed with a minimal-pair paradigm and also with the help of the picture stimuli.[with diagram] / 英語介詞，因其複雜性，對於第二語言（L2）學習者一直是學習上的一個挑戰（Celce-Muricia & Larsen-Freeman, 1999）。認知語言學家一直努力分析介詞的語義表述（Lakoff, 1987; Talmy, 2000; Tyler & Evans, 2003; Lindstromberg, 2010）。有研究提出以不同的圖像模組將概念表述形像化及連接基本的空間意義（例如，in a box）及較抽象的隱喻意義（例如，in love）。一些實證研究（Tyler, 2012; Tyler, Mueller & Ho, 2010）中，發現第二語言學習者以認知語言學的方法學習介詞時，學習成果會較好。然而，很少有研究詳細地描述自己的教學過程，因此資訊的不足令它其難以模仿或比較不同的研究。 / 目前的研究是一個實驗性的研究以探討在電腦系統上以認知語言學的方法教導介詞的效果。主要研究的問題是，究竟認知語言學的方法（圖像模組）能否超越傳統教學方法（給予明確指引）。研究的參加者是64位以廣東話作為母語，在香港中學就讀中四的英語學習者。他們被隨機分配到四個組別中的其中一個組別：1）圖像模組的反饋（SF）;2）規則和例子的反饋（RF）;3）糾正反饋（CF）和4）對照組（接受英語冠詞的訓練）。前三組會透過線上練習（圖1）接受3個介詞（in, at, over）的訓練。每個練習上會有一幅圖片及一組對比句子（兩句句子不同之處只在於介詞，例如Ben jumped over the ditch vs. Ben jumped towards the ditch）。他們需要選擇其中一句句子用以正確描述練習中的圖片而系統亦會即時向他們提供反饋。SF組（圖1）的反饋包括匹配練習中的圖片的圖像模組及對該模組的文字解釋。。RF組的反饋是提供該介詞在文法上的用法及一般規則並同時給予三個相關例句。CF組則只會獲告知他們在練習中的選擇是正確或錯誤。四個組別都會經歷前期測驗，訓練（各組的訓練時間相約）和後期測驗。測驗由兩個部份組成：句子層級上的填充選擇測驗及翻譯測驗。 / 調查結果顯示，四個組別在前期測驗中的表現並沒有顯著的差異。但在後期測驗中，三個有接受介詞訓練的組別和對照組之間有著的顯著的差異。這一發現表明了研究中的電腦導師對教導介詞有正面的影響。而不同反饋組別（SF，RF和CF組）在後期測驗中則有著邊緣顯著差異，而這差異僅來自翻譯測驗。這結果顯示當研究參加者接受對比教學及圖像刺激時，提供予他們的信息數量及種類對理解型的測驗並沒有太大影響；相反，對運用型的測驗則非常顯著的效果。，當他們被指示具有最小配對模式，也與畫面刺激的幫助。[附圖] / Wong, Man Ho Ivy. / Thesis M.Phil. Chinese University of Hong Kong 2015. / Includes bibliographical references (leaves 141-160). / Abstracts also in Chinese. / Title from PDF title page (viewed on 18, October, 2016). / Wong, Man Ho Ivy. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only.
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_1291531 |
| Date | January 2015 |
| Contributors | Wong, Man Ho Ivy (author.), Zhao, Yun , active 2015 (thesis advisor.), Chinese University of Hong Kong Graduate School. Division of English. (degree granting institution.) |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography, text |
| Format | electronic resource, electronic resource, remote, 1 online resource (xii, 160 leaves) : illustrations (some color), computer, online resource |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-NoDerivatives 4.0 International" License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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