Using the English preposition tutor to deliver computerized cognitive linguistic instruction: the case of in, at, and on  

Oleh:

Charlene, Chrisentia ; Wijaya, David

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 85.
Topik: Cognitive Linguistics; English prepositions; EFL learners; metalinguistic rules
Fulltext: 85.Chrisentia Charlene, David Wijaya.pdf (122.56KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 17 Non-tandon: tidak ada Tandon: 1

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It is widely known that English prepositions are extremely difficult to learn especially by learners whose first language has different spatial conceptualizations. Learning prepositions are made more difficult by conventional English grammars that treat prepositions as idiosyncratic and arbitrary, reflecting the Chomskyan theoretical accounts of language. Alternative accounts grounded in Cognitive Linguistics, an emerging theoretical model of language that treats all linguistic units as meaningful, have been proposed, and research has shown that providing learners with such accounts in the classroom is beneficial. Currently, researchers have proposed a computerized tutorial system, namely the English Preposition Tutor, for teaching English prepositions beyond the classroom. While previous research has addressed the prepositions in, at, and over, the preposition on has not been addressed. Thus, the paper that we are going to present at this conference aims to investigate the use of the Tutor to teach these prepositions. The study will address only the spatial use since this use is the first use learners should learn. The participants in our study will be high school students aged 16 to 18 and deemed as intermediate level learners. They will be assigned into three groups, namely the cognitive group, the traditional group, and the control group. The cognitive group will receive schematic diagrams, the traditional group metalinguistic rules, and the control group instructional packets on a different target structure. Their performance will be assessed using a cloze test in three different times, viz. 3 days before treatment, directly after the treatment, and 2 weeks after the treatment. Three one-way ANOVAs will be used to observe if there are significant differences among the groups on the pretest, immediate posttest, and delayed posttest. Paired-samples t-tests will be run to investigate if there are significant differences among the three test times. Pedagogical implications will be discussed based on the findings of this study.

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