Integrating a construction grammar presentation of the English causative constructions into task-based instruction  

Oleh:

Odelia, Sienny ; Wijaya, David

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 441.
Topik: causative constructions; Construction Grammar; Cognitive Linguistics; task-based language teaching
Fulltext: 441.Sienny Odelia, David Wijaya.pdf (327.8KB)

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

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Research has shown that the English causative constructions pose great difficulty to English learners due to their semantic, syntactic, and pragmatic complexities. Descriptions found in pedagogical grammar books have often been derived from the authors’ own intuitions and judgments. A grammatical unit developed by Gilquin (2010) offers instructional potential for English learners as the unit is grounded in corpus analysis and construction grammar theory. The potential can be augmented if the unit is supported by pedagogic, communicative tasks. The study that we will present at this conference will investigate if this technique is able to help learners improve in their understanding and use of the causative constructions. The causative verbs targeted in this study will be make, have, and get as these verbs are typically used in conversation. Other causative verbs such as cause, let and force are not targeted. The participants will be secondary school students grade 11 and 12. They will receive an instructional packet that consists of the adapted grammatical unit in question and some tasks that satisfy the criteria established by Ellis and Shintani (2014). The first type of task is a structured input task. The aim of this task is to enhance the form-meaning connection of the target causative verbs. The second type of task is output-based. The first output-based requires learners to reconfirm a to-do list using the causative verbs while the second output task requires learners to edit some texts to be published in a magazine. Thus it is ensured that the tasks have communicative purposes, not just linguistic ones. The tests to measure their performance will comprise of a comprehension test and a grammaticality judgment task. Since there will be only one group to be studied, paired samples t-tests will be run on the data. Recommendations for further study and teaching practice based on the findings of this study will be proposed.

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