A Cognitive Linguistic Approach to Teaching Gerund and To-infinitive Complements
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In this paper, we apply the notions of embodied meaning and prototypes effects in cognitive linguistics to teach the English gerund and to-infinitive complementation to Korean high school learners of English in a typical classroom setting. In line with the conceptual approach to pedagogical grammar, we hypothesize that if learners are first presented with a systematic, meaning-motivated explanation for the L2-specific grammatical concepts, it will be easier for them to comprehend and produce the associated forms later. Thirty eight students selected through stratified random sampling according to levels of English proficiency are divided into two groups. In the experimental group, we employ schematic and exemplary visuals in order to help students map the conceptual distinction between the two complement types onto mental imagery before they are exposed to the linguistic forms, while in the traditional group the instruction is based on the forms followed by practice with a set of focus-on-form exercises. After two sessions of instruction, a post-test measures students' ability to use the correct form in a given situation. Results indicate that students in the experimental group have performed significantly better than those in the traditional group on almost all the test items
Abstract
In this paper, we apply the notions of embodied meaning and prototypes effects in cognitive linguistics to teach the English gerund and to-infinitive complementation to Korean high school learners of English in a typical classroom setting. In line with the conceptual approach to pedagogical grammar, we hypothesize that if learners are first presented with a systematic, meaning-motivated explanation for the L2-specific grammatical concepts, it will be easier for them to comprehend and produce the associated forms later. Thirty eight students selected through stratified random sampling according to levels of English proficiency are divided into two groups. In the experimental group, we employ schematic and exemplary visuals in order to help students map the conceptual distinction between the two complement types onto mental imagery before they are exposed to the linguistic forms, while in the traditional group the instruction is based on the forms followed by practice with a set of focus-on-form exercises. After two sessions of instruction, a post-test measures students' ability to use the correct form in a given situation. Results indicate that students in the experimental group have performed significantly better than those in the traditional group on almost all the test items
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