The Effects of Cognitive Grammar-grounded Instruction and Formal- Traditional Grammar Instruction on Learning Simple Past and Past Perfect
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The English tense and aspect system has long posed great difficulty to second language (L2) learners due to their underlying complex concepts. This difficulty is compounded by oversimplified grammatical descriptions found in many ELT textbooks. Cognitive Grammar (CG) offers comprehensive accounts of tenses that could be useful for learners. This paper reports a quasiexperimental study investigating the differential effects of CG-informed form-focused instruction and formalist-traditional form-focused instruction on the acquisition of two English tenses, namely the simple past and the past perfect. Secondary school EFL learners (final pool: N = 36) were assigned to two groups (CG and Traditional). Learners in the CG group were exposed to CG-grounded grammatical descriptions of the tenses while learners in the traditional group received traditional accounts. Both groups performed awareness-raising tasks to enhance learning. Data were gathered from the learners’ performance in a cloze narrative task. Results from an immediate post-test revealed that CG-based descriptions helped learners improve significantly and outperform learners in the traditional group. These findings indicate the superiority of a CG approach to a formalist approach to teaching the tenses and lend support to the applicability and efficacy of CG-grounded form-focused instruction in the classroom.
Abstract
The English tense and aspect system has long posed great difficulty to second language (L2) learners due to their underlying complex concepts. This difficulty is compounded by oversimplified grammatical descriptions found in many ELT textbooks. Cognitive Grammar (CG) offers comprehensive accounts of tenses that could be useful for learners. This paper reports a quasiexperimental study investigating the differential effects of CG-informed form-focused instruction and formalist-traditional form-focused instruction on the acquisition of two English tenses, namely the simple past and the past perfect. Secondary school EFL learners (final pool: N = 36) were assigned to two groups (CG and Traditional). Learners in the CG group were exposed to CG-grounded grammatical descriptions of the tenses while learners in the traditional group received traditional accounts. Both groups performed awareness-raising tasks to enhance learning. Data were gathered from the learners’ performance in a cloze narrative task. Results from an immediate post-test revealed that CG-based descriptions helped learners improve significantly and outperform learners in the traditional group. These findings indicate the superiority of a CG approach to a formalist approach to teaching the tenses and lend support to the applicability and efficacy of CG-grounded form-focused instruction in the classroom.
참고문헌 (45)
- Bardovi-Harlig, K., "Tense and aspect in second language acquisition: Form, meaning, and use" (2000), Blackwell
- Bielak, J., "Teaching English tense and aspect with the help of cognitive grammar : An empirical study", Studies in Second Language Learning and Teaching, 1(3), pp.365~400 (2011)
- Boers, F., "Cognitive linguistics: Current applications and future perspectives", pp.305~355 (2006), Mouton de Gruyter
- EFL teacher’s course, "The grammar book: An ESL", pp.1999, Celce-Murcia, M.
- Cowan, R., "The teacher’s grammar of English" (2008), Cambridge University Press
- Eastwood, J., "Oxford practice grammar" (2002), Oxford University Press
- Ellis, R., "Exploring language pedagogy through second language acquisition research" (2014), Routledge
- Fauconnier, G., "Mental spaces: Aspects of meaning construction in natural language" (1985), MIT Press
- Fontaine, L., "Systemic functional linguistics: Exploring choice" (2014), Cambridge University Press
- Harris, M., "New opportunities: Intermediate students’ book" (2006), Pearson Longman
- Hewings, M., "Advanced grammar in use" (2013), Cambridge University Press
- Hulstijn, J. H., "Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal", AILA Review, 11, pp.97~112 (1994)
- Irandoust, H., "The past perfect : Moving across conceptual spaces", Cognitive Linguistics, 10(3), pp.279~302 (1999)
- Ishikawa, S., "Learner corpus studies in Asia and the world 1", pp.91~118 (2013), Kobe University
- Jacobsen, N. D., "The best of both worlds : Combining cognitive linguistics and pedagogic tasks to teach English conditionals", Applied Linguistics, 39(5), pp.668~693 (2018)
- Jarvis, S., "Cross-linguistic influence in language and cognition" (2008), Routledge
- Johnson, M. R., "Syntax and semantics: Tense and aspect", pp.145~175 (1981), Academic Press
- Jones, R. H., "Functional grammar in the ESL classroom: Noticing, exploring and practising" (2011), Palgrave Macmillan
- Kamp, H., "From discourse to logic" (1993), Kluwer
- Kamp, H., "Meaning, use and interpretation of language", pp.250~269 (1983), Walter de Gruyter
- Kermer, F., "A cognitive grammar approach to teaching tense and aspect in the L2 context" (2016), Cambridge Scholars
- Langacker, R. W., "Cognitive grammar: A basic introduction" (2008), Oxford University Press
- Langacker, R. W., "Handbook of cognitive linguistics and second language acquisition", pp.66~88 (2008), Routledge
- Luciana., "Roles of output in foreign language learning: A case of collaborative grammar task", The Journal of Asia TEFL, 3(3), pp.143~176 (2006)
- Littlemore, J., "Applying cognitive linguistics to second language learning and teaching" (2009), Palgrave
- McCarthy, M., "Touchstone 4" (2006), Cambridge University Press
- Murphy, R., "English grammar in use" (2004), Cambridge University Press
- Niemeier, S., "Cognitive approaches to pedagogical grammar", pp.325~356 (2008), Mouton de Gruyter
- Pica, T., "Methods of morpheme quantification : Their effect on the interpretation of second language data", Studies in Second Language Acquisition, 6(1), pp.69~78 (1983)
- Plonsky, L., "How big is"big"? Interpreting effect sizes in L2 research", Language Learning, 64(4), pp.878~912 (2014)
- Radden, G., "Cognitive English grammar" (2007), John Benjamins
- Reichenbach, H., "Elements of symbolic logic" (1947), MacMillan
- Willy A. Renandya, "English Language Proficiency in Indonesia: Issues and Prospects", Journal of Asia TEFL, 15(3), pp.618~629 (2018), 아시아테플
- Révész, A., "Task complexity, focus on form, and second language development", Studies in Second Language Acquisition, 31(3), pp.437~470 (2009)
- Roehr-Brackin, K., "Implicit and explicit learning of languages", pp.117~138 (2015), John Benjamins
- Rosa, E., "Awareness, different learning conditions and second language development", Applied Psycholinguistics, 25(2), pp.269~292 (2004)
- Rosa, E., "Explicitness, intake, and the issue of awareness : Another piece to the puzzle", Studies in Second Language Acquisition, 21(4), pp.511~556 (1999)
- Swain, M., "Handbook on research in second language teaching and learning", pp.471~483 (2005), Lawrence Erlbaum Associates
- Sweetser, E., "Spaces, worlds, and grammar", pp.1~28 (1996), University of Chicago Press
- Taylor, J. R., "Cognitive approaches to pedagogical grammar: A volume in honour of Rene Dirven", pp.37~65 (2008), Mouton de Gruyter
- Tomlin, R., "Perspectives on pedagogical grammar", pp.140~178 (1994), Cambridge University Press
- Tyler, A., "Usage-based approaches to language and their applications to second language learning", Annual Review of Applied Linguistics, 30, pp.270~291 (2010)
- Tyler, A., "Cognitive linguistics and second language learning: Theoretical basics and experimental evidence" (2012), Routledge
- Tyler, A., "Applying cognitive linguistics to instructed L2 learning : The English modals", AILA Review, 23, pp.30~49 (2010)
- Van Dijk, T. A., "Analyzing discourse:Text and talk", pp.177~195 (1982), Georgetown University Press