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

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posted on 2018-01-11, 00:00 authored by Man Ho Ivy Wong, Helen Zhao, Brian MacwhinneyBrian Macwhinney
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.

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Publisher Statement

This is the peer reviewed version of the following article: Wong, M. H., Zhao, H., & Macwhinney, B. (2018). A Cognitive Linguistics Application for Second Language Pedagogy: The English Preposition Tutor. Language Learning., which has been published in final form at doi:10.1111/lang.12278. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

Date

2018-01-11

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