認知語言學為基礎之語言教學法
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Date
2011-12-??
Authors
賴昱達
Yu-da Lai
Journal Title
Journal ISSN
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Publisher
英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
本文旨在比較以「認知語言學為基礎之輸入處理教學法」(cognitive linguistics-based processing instruction, CLPI) 與「輸出導向式之傳統教學法」(traditional output-based instruction, TOBI) 應用於英語教學的成效，並以分詞構句相對於主句之不同位置所隱含的語義功能做為教學成效的評估標的。研究參與對象為三個班級共108 位之英語系大二學生， 其中兩班為實驗組， 分別接受CLPI 與TOBI，另一班則為不進行教學之對照組。CLPI 的內涵包括以語境呈現分詞構句於不同位置所隱含的語義、「順序象似性」為基礎的解釋與處理輸入練習；TOBI 則包括了文法規則的解釋、衍生方式的改寫導引、條列方式呈現語義功能並立即給予輸出練習。資料蒐集分別於教學前、教學後二天與後八週實施「接受度測驗」與「改寫測驗」以評量學習者理解與輸出分詞構句及其語義的能力。結果顯示CLPI 組於「接受度測驗」與「改寫測驗」的成效與其持續性皆優於TOBI 組，不僅說明了CLPI 對學習者的文法系統轉化與輸出有正面效益外，也證明了功能學派所提出的語言解釋應用在語言教學法上的實用價值。
The present study investigated the potential impact of cognitive linguistics-based processing instruction (CLPI) on the acquisition of English participleconstruction and its semantic functions at sentence and discourse levels. Theeffectiveness of CLPI was compared to a traditional output-based instruction(TOBI) and a no-treatment control. A total of 108 Taiwanese EFL collegestudents were equally distributed into two treatment groups (CLPI and TOBI)and a control group. CLPI consisted of grammatical explanations couched onthe concept of “iconic sequencing” and demonstration of participles in astretch of authentic context both at the sentence and discourse levels. Thesupplementive comprehension practice was directed to alter the way learnersprocess input. The TOBI consisted of explanations of grammar rules withdemonstrations of the step-by-step transformed outcome of participles andcorresponding semantic functions. The practice was aimed at altering the waylearners produce output. An acceptability judgment test and a paraphrasingproduction test were conducted prior to treatment, two days, and eight weeksafter treatment. The results suggested CLPI has greater and more durableeffects on the acquisition of English participles and their semantic functions,proving it effective to incorporate cognitive linguistics disciplines into existingpedagogies of foreign language teaching.
The present study investigated the potential impact of cognitive linguistics-based processing instruction (CLPI) on the acquisition of English participleconstruction and its semantic functions at sentence and discourse levels. Theeffectiveness of CLPI was compared to a traditional output-based instruction(TOBI) and a no-treatment control. A total of 108 Taiwanese EFL collegestudents were equally distributed into two treatment groups (CLPI and TOBI)and a control group. CLPI consisted of grammatical explanations couched onthe concept of “iconic sequencing” and demonstration of participles in astretch of authentic context both at the sentence and discourse levels. Thesupplementive comprehension practice was directed to alter the way learnersprocess input. The TOBI consisted of explanations of grammar rules withdemonstrations of the step-by-step transformed outcome of participles andcorresponding semantic functions. The practice was aimed at altering the waylearners produce output. An acceptability judgment test and a paraphrasingproduction test were conducted prior to treatment, two days, and eight weeksafter treatment. The results suggested CLPI has greater and more durableeffects on the acquisition of English participles and their semantic functions,proving it effective to incorporate cognitive linguistics disciplines into existingpedagogies of foreign language teaching.