Effects of GIF-Based Instruction on Korean High School Students’ English Phrasal Verb Learning
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study examined the effect of employing GIFs(Graphic Interchange Format) on Korean high school students’ acquisition of English phrasal verbs and their affective domain. Despite the prevalence of phrasal verbs in native English discourse, their idiomatic nature and semantic opacity pose challenges for learners. Grounded in cognitive linguistics, the study utilized orientational metaphors and image schemas to facilitate the comprehension of phrasal verb meanings. The study compared a control group receiving traditional instruction with an experimental group exposed to GIF-based materials alongside image schemas. Quantitative data from pre, post, and delayed tests measured phrasal verb knowledge and the ability to infer new meanings. Qualitative data from questionnaires and interviews evaluated effects on the affective domain. The experimental group significantly outperformed the control group in the post and delayed tests, demonstrating enhanced acquisition, retention, and meaning inference abilities. GIF-based learning also positively influenced students’ understanding, engagement, as well as their motivation to learn phrasal verbs. The findings highlight the potential of GIFs as effective teaching tools to aid in visualizing metaphor-based instruction, while acknowledging limitations in sample representation and treatment duration.
Abstract
This study examined the effect of employing GIFs(Graphic Interchange Format) on Korean high school students’ acquisition of English phrasal verbs and their affective domain. Despite the prevalence of phrasal verbs in native English discourse, their idiomatic nature and semantic opacity pose challenges for learners. Grounded in cognitive linguistics, the study utilized orientational metaphors and image schemas to facilitate the comprehension of phrasal verb meanings. The study compared a control group receiving traditional instruction with an experimental group exposed to GIF-based materials alongside image schemas. Quantitative data from pre, post, and delayed tests measured phrasal verb knowledge and the ability to infer new meanings. Qualitative data from questionnaires and interviews evaluated effects on the affective domain. The experimental group significantly outperformed the control group in the post and delayed tests, demonstrating enhanced acquisition, retention, and meaning inference abilities. GIF-based learning also positively influenced students’ understanding, engagement, as well as their motivation to learn phrasal verbs. The findings highlight the potential of GIFs as effective teaching tools to aid in visualizing metaphor-based instruction, while acknowledging limitations in sample representation and treatment duration.
참고문헌 (64)
- Boers, F, "Metaphor Awareness and Vocabulary Retention", Journal of Applied Linguistics, 21(4), pp.553~571 (2000)[DOI]
- EFL Teacher’s Course, "The Grammar Book : An ESL", pp.1999, Celce-Murcia, M.
- Chen, M, "Overuse or Underuse : A Corpus Study of English Phrasal Verb Use by Chinese, British and American University Students", International Journal of Corpus Linguistics, 18(3), pp.417~442 (2013)[DOI]
- Chun, D., "Effects of Multimedia Annotations on Vocabulary Acquisition", The Modern Language Journal, 80(2), pp.183~198 (1996)[DOI]
- Clark, R., "Interactive Multimedia Learning Environments: Human Factors and Technical Considerations on Design Issues", pp.19~30 (1992), Springer-Verlag
- Cornell, A, "Realistic Goals in Teaching and Learning Phrasal Verbs", IRAL, 23(4), pp.269~280 (1985)[DOI]
- Darwin, C., "Going after the Phrasal Verb : An Alternative Approach to Classification", TESOL Quarterly, 33(1), pp.65~83 (1999)[DOI]
- Davey, D., "Multimedia for Language Learning : Some Course Design Issue", Computer Assisted Language Learning, 8(1), pp.31~44 (1995)[DOI]
- Farsani, H., "Mnemonic Effectiveness of Cl-Motivated Picture-Elucidation Tasks in Foreign Learners’ Acquisition of English Phrasal Verbs", Theory and Practice in Language Studies, 2(3), pp.498~509 (2012)[DOI]
- Ganji, M, "The Best Way to Teach Phrasal Verbs: Translation, Sentential Contextualization or Metaphorical Conceptualization?", Theory and Practice in Language Studies, 1(11), pp.1497~1506 (2011)[DOI]
- Gao, L, "A Study on the Effect of Metaphor Awareness Raising on Chinese EFL Learners’ Vocabulary Acquisition and Retention", Canadian Social Science, 6(2), pp.110~124 (2010)
- Gardner, D., "Pointing out Frequent Phrasal Verbs : A Corpus-Based Analysis", TESOL Quarterly, 41(2), pp.339~359 (2007)[DOI]
- Gibbs, R, "Embodiment and Cognitive Science" (2006), Cambridge University Press
- Han, M., "The Effect of Metaphorical Conceptualizzation on Korean College Students’ Use of Multi-Word Verb", The Journal of Linguistic Science, 76, pp.349~371 (2016)[DOI]
- Hulstijn, J. H., "Avoidance : Grammatical or Semantic Causes", Studies in Second Language Acquisition, 11(3), pp.241~255 (1989)[DOI]
- Hurtienne, J., "Image Schemas and Their Metaphorical Extensions: Intuitive Patterns for Tangible Interaction", Proceedings of Tangible and Embedded Interaction, pp.127~134 (2007)
- Johnson, M, "The Body in the Mind : The Bodily Basis of Meaning, Imagination and Reason" (1987), University of Chicago Press
- Jung, S. H., "Using Metaphors in Teaching Phrasal Verbs to Korean EFL High School Students", Journal of Research in Curriculum and Instruction, 15(4), pp.951~969 (2011)[DOI]
- Kartal, G., "The Effects of Conceptual Metaphors on the Acquisition of Phrasal Verbs by Turkish EFL Learners", European Journal of Foreign Language Teaching, 2(2), pp.34~50 (2017)[DOI]
- Khatib, M., "Interventionist(Explicit and Implicit)Versus Non-Interventionist(Incidental)Learning of Phrasal Verbs by Iranian EFL Learners", Journal of Language Teaching and Research, 2(3), pp.537~546 (2011)[DOI]
- Kim, Y., "Analysis of Difference between Pictorial and Animated Emoticon Usage in Western and Eastern Culture", Journal of Integrated Design Research, 17(2), pp.9~20 (2018)[DOI]
- The Avoidance of Phrasal Verbs: Comparing Korean Learners of English with German English Learners, "Koo, J.", SNU, 165~183 (2015)
- Kovecses, Z., "Idioms: A View from Cognitive Semantics", Applied Linguistics, 17(3), pp.326~355 (1996)[DOI]
- Lakoff, G, "Women Fire and Dangerous Things" (1987), The University of Chicago Press
- Lakoff, G, "Metaphor and Thought", pp.202~251 (1993), Cambridge University Press
- Lakoff, G., "Metaphors We Live By" (1980), University of Chicago Press
- Langacker, R, "Foundations of Cognitive Grammar. Vol. 2, Theoretical Prerequisites" (1991), Standford University Press
- Langacker, R, "Grammar and Conceptualization" (1999), Mouton de Gruyter
- Laufer, B., "What Causes Avoidance in L2 Learning: L1-L2 Difference, L1-L2 Similarity or L2 Complexity?", Studies in Second Language, 15(1), pp.35~48 (1993)
- Lee, G, "Effects of Using SNS Applications Incorporating Visual Aids on Korean High School Students’ English Vocabulary, Affective Aspects and Mobile Learning Style", Journal of Language Sciences, 25(3), pp.157~189 (2018)[DOI]
- Lee, G. D, "(The)Phrasal Verb in English" (2016), Gyomoon
- Li, Y., "TGIF: A New Dataset and Benchmark on Animated GIF Description", Proceedings of the IEEE Conference on Computer Vision and Pattern Recognition, pp.4641~4650 (2016)
- Littlemore, J, "Interpreting Metaphors in the EFL Classroom", Les Cahiers de I’APLIUT, 23(2), pp.57~70 (2004)[DOI]
- Littlemore, J, "Applying Cognitive Linguistics to Second Language Learning and Teaching" (2009), Palgrave Macmillan
- Lowery, D, "Helping Metaphors Take Root in the EFL Classroom", English Teaching Forum, 1, pp.12~17 (2013)
- Marashi, H., "The Effect of Teaching Phrasal Verbs through Pictures on EFL Learners’ Active Application of Phrasal Verbs in Speaking", Journal on English Language Teaching, 1(2), pp.37~44 (2011)
- Mayer, R, "Multimedia Learning" (2001), Cambridge University Press
- Merriam, S, "Qualitative Research and Case Study Applications in Education" (1998), Jossey-Bass
- Miltner, K., "Never Gonna GIF You Up : Analyzing the Cultural Significance of Animated GIF", Social Media plus Society, 3(3), pp.1~11 (2017)[DOI]
- Moon, R, "Vocabulary: Description, Acquisition and Pedagogy", pp.20~63 (1997), Cambridge University Press
- Morimoto, S., "A Comparison of the Effects of Image-Schema-Based Instruction and Translation-Based Instruction on the Acquisition of L2 Polysemous Words", Language Teaching Research, 11(3), pp.347~372 (2007)[DOI]
- Nelson, D., "Pictorial Superiority Effect", Journal of Experimental Psychology Human Learning and Memory, 5(2), pp.523~528 (1976)[DOI]
- Oh, J. Y., "The Usefulness of a Computer Vocabulary Learning Program for Korean Middle School Students’ Vocabulary Learning", Multimedia-Assisted Language Learning, 12(3), pp.195~209 (2009)[DOI]
- Paas, F., "Cognitive Load Theory", Educational Psychologist, 38(1), pp.1~71 (2003)
- Palmer, F, "The English Verb" (1988), Longman Group UK Limited
- Papacharissi, Z, "Affective Publics : Sentiment, Technology and Politics" (2015), Oxford University Press
- Paris. S., "Children’s Metacognition about Reading: Issues in Definition, Measurement and Instruction", Educational Psychologist, 22(3-4), pp.255~278 (1987)[DOI]
- Park, H. S., "The Effect of Metaphorical Conceptualization on the Acquisition of Phrasal Verbs", Studies in English Education, 18(2), pp.29~50 (2013)
- Park, M. H., "The Effect of Using Smart Devices on the Vocabulary Learning for Low English Proficiency Students", Multimedia-Assisted Language Learning, 20(1), pp.144~166 (2017)[DOI]
- Park, Y. J., "Effect of Teaching English Idioms through Cognitive Motivation in the EFL Classroom", English Language Teaching, 19(4), pp.201~232 (2007)[DOI]
- Quirk, R., "A Comprehensive Grammar of the English Language" (1985), Longman
- Rakova, M, "The Philosophy of Embodied Realism: A High Price to Pay?", Cognitive Linguistics, 13(3), pp.215~244 (2002)[DOI]
- Rudzka-Ostyn, B, "Word Power : Phrasal Verbs and Compounds" (2003), Walter de Gruyter
- Sinclair, J, "Collins Cobuild Dictionary of Phrasal Verbs" (1989), Collins
- Song. B, "A Cognitive Linguistic Approach to English Phrasal Verbs", Modern Studies in English Language and Literature, 52(4), pp.141~162 (2008)
- Takahashi, C., "Cognitive-Based Methodology of English Phrasal Verbs", US-China Foreign Language, 10(7), pp.1297~1305 (2013)
- Talebinejad, M., "Applying Cognitive Linguistics to Teaching Conceptual Basis of Up and Down in Phrasal Verbs", Journal of Basic and Applied Scientific Research, 3(1), pp.333~340 (2013)
- Talmy, L, "Language Typology and Syntactic Description", pp.36~149 (1985), Cambridge University Press
- Taylor, J, "Cognitive Grammar" (2002), Oxford University Press
- Tolins, J., "GIFs as Embodied Enactments in Text-Mediated Conversation", Research on Language and Social Interaction, 49(2), pp.75~91 (2016)[DOI]
- Waehayi, W., "Effectiveness of the Conceptual Metaphor Technique in Teaching Phrasal Verbs to Grade 12 Students", Proceedings of 4th International Conference on Humanities and Social Sciences, pp.1~13 (2012), Prince of Songkla University
- Won, M, "Korean University Students’ Knowledge in English Phrasal Verbs", English Language Teaching, 16(1), pp.79~107 (2004)
- Yasuda, S, "Learning Phrasal Verbs through Conceptual Metaphors : A Case of Japanese EFL Learners", TESOL Quarterly, 44(2), pp.250~273 (2010)[DOI]
- Yoo, Y. S, "Avoidance Phenomena of Phrasal Verbs by Korean Learners of English", English Teaching, 54(3), pp.135~155 (1999)
