Abstract:
This study investigated the effect of applying the dynamic system theory (DST) and cognitive linguistics (CL) insights into grammar instruction on EFL learners’ learning of English prepositions and learner autonomy. Sixty Iranian EFL learners at the lower-intermediate level of language proficiency were randomly assigned to 1 experimental and 1 control group. The 2 groups filled out an autonomy questionnaire and took a test of preposition measuring their knowledge of on, over, around, for, and under. Then, the experimental group received a DST/CL-based instruction using image-schemas, whereas the control group followed a traditional approach of repetitions, drills, and substitutions for teaching of the same prepositions. Finally, to examine the effectiveness of the DST/CL-based program, the 2 groups were given the posttests of preposition and learner autonomy. Based on the results, the experimental group outperformed the control group on the test of prepositions, but did not show significant differences regarding the perception of learner autonomy. This indicates that the DST/CL-based approach which relies on meaningful motivation of explicit and underlying levels of interactions leads to better retention and learning of prepositions, but may not contribute to learner autonomy if practiced for a limited period of time.
Machine summary:
Effect of Using Image-Schemas on Learning L2 Prepositions and Enhancing Learner Autonomy: A Dynamic System Theory and Cognitive Linguistics-Inspired Approach Gholam Reza Zarei¹, Maryam Darakeh², & Niloofar Daneshkhah³ 1Isfahan University of Technology, grzarei@cc.
com Received: 27/02/2015 Accepted: 15/10/2015 Abstract This study investigated the effect of applying the dynamic system theory (DST) and cognitive linguistics (CL) insights into grammar instruction on EFL learners’ learning of English prepositions and learner autonomy.
Though DST is still a very young field of enquiry, many researchers have applied its insights to approach complexities of L2 learning/teaching (Ellis, 2008; Hohenberger & Peltzer-Karpf, 2009; Jessner, 2008; Larsen-Freeman, 2006, 2007; Larsen-Freeman & Cameron, 2008; Pienemann, 2007; Plaza-Pust, 2008; Raczaszek- Leonardi & Kelso, 2008; Samuelson, Schutte, & Horst, 2009; Tuller, Jantzen, & Jirsa, 2008; van Geert, 1991, 2007, 2008; van Geert & Steenbeek, 2005; Verspoor, Lowie, & van Dijk, 2008); also, CL ideas were used to solve problems related to teaching of prepositions in idiomatic phrasal verbs (Boers, 2000; Kovecses & Szabo, 1996; Sadri, 2012), figurative expressions like idioms, metaphors, and similes (Talebinejad & Vahid Dastjerdi, 2002), semantics of English prepositions (Tyler, Muller, & HO, 2011), and instruction of vocabulary and phraseology (Kristiansen et al.
The shared insights from the theories of dynamicity of language system and CL are believed to set the grounds suitable for L2 teachers to focus on different aspects of the L2 in a meaningful and influential way, link the human perceptual and cognitive experiences, contribute to the grasp of polysemous words such as prepositions, and occasion an increase in L2 learners’ perception of autonomy (Andreou & Galantomos, 2009; Boers, 2011; Gao, 2011; Makni, 2013; Pavlovic, 2010).