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首页> 外文学位 >The role of explicit meaning-based instruction in foreign language pedagogy: Applications of cognitive linguistics to teaching the German dative case to advanced learners.
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The role of explicit meaning-based instruction in foreign language pedagogy: Applications of cognitive linguistics to teaching the German dative case to advanced learners.

机译：在外语教学法中基于显性含义的教学的作用：认知语言学在向高级学习者教授德语和格案例中的应用。

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摘要

Theoretical and empirical research in second language (L2) acquisition predicts that learning conceptual structures of grammatical phenomena that are absent in learner first languages (L1) is exceptionally difficult for adults, particularly when lexical patterns similar to those in L1 are also available (Carroll & von Stutterheim, 2003; Slobin, 1993, 1996). The dissertation investigates this presumed learning difficulty by examining the potentially facilitative effects of concept-based instruction that incorporates metalinguistic awareness for the acquisition of the meanings of the German Dative case. Based on the analysis of the German Dative conducted in the framework of Cognitive Linguistics (Smith, 1987), pedagogical materials were developed to teach four major semantic roles coded by the Dative (Recipient, Possessor, Beneficiary/Maleficiary, and Experiencer) during one semester.; The study addressed the following questions: (1) can advanced, adult L2 learners develop an understanding of conceptual constructs containing polysemous networks of linguistic concepts that are encoded by different grammatical means in their L1 and L2; and (2) does a meaning-based explicit instructional treatment lead to greater scope and appropriateness of Dative use in non-prepositional environments than a traditional form-based explicit treatment?; Findings include: (1) after participating in concept-based instruction, learners were able to recognize and understand linguistic concepts inherent in the Dative's semantic structure and use them to appropriately produce and interpret sentences containing clausal Dative constructions; (2) learners who participated in concept-based instruction demonstrated a greater scope and greater appropriateness of case use on posttest measures than learners participating in a traditional form-based instruction; (3) in contrast to the traditional-instruction group, learners in the concept-instruction group demonstrated decreased reliance on inappropriate use of prepositional phrases and possessive pronouns (instead of clausal Datives) as well as reduced instances of incorrect use of Accusative.; Findings point to the need to reformulate Slobin's (1993) hypothesis that organization of semantic concepts that adult L2 learners inherit from their L1 s is exceptionally resistant to restructuring in the process of L2 acquisition. Such a reformulation would include the crucial role of meta-linguistically and meta-cognitively based semantic instructional approaches that take into account the long-term nature of the acquisition of meanings inherent in grammatical concepts.
机译：对第二语言（L2）习得的理论和经验研究预测，学习成语者第一语言（L1）所缺乏的语法现象的概念结构对于成年人来说异常困难，尤其是在还可以使用与L1类似的词汇模式时（Carroll＆ von Stutterheim，2003； Slobin，1993，1996）。论文通过考察基于概念的教学的潜在促进作用，研究了这种假定的学习困难，该教学结合了元语言意识以获取德语和格案例的含义。根据在认知语言学框架（史密斯，1987年）中对德语词典的分析，开发了教学材料，以教授该词典在一个学期内编码的四个主要语义角色（收件人，拥有者，受益人/男性受益人和经验者） 。;该研究解决了以下问题：（1）能否使高级的成年L2学习者对包含语言概念的多义性网络的概念构造理解，这些语言结构在其L1和L2中由不同的语法方式编码； （2）与传统的基于形式的显式处理相比，基于含义的显式教学处理是否在非介词环境中导致更大的范围和适当性？研究发现包括：（1）在参加了基于概念的教学后，学习者能够识别和理解Dative语义结构中固有的语言概念，并使用它们适当地产生和解释包含从句Dative构造的句子； （2）参加基于概念的教学的学习者比参加传统的基于形式的教学的学习者表现出更大的范围和更大的案例适用于后测措施； （3）与传统教学组相比，概念教学组的学习者减少了对介词短语和所有格代词（而不是从句的代词）的不当使用的依赖，并且减少了不正确使用宾格的情况。研究结果指出，有必要重新表述Slobin（1993）的假设，即成年L2学习者从其L1继承的语义概念的组织在L2习得过程中特别难以重组。这种重新定义将包括基于元语言和元认知的语义教学方法的关键作用，其中要考虑到语法概念中固有的意义获取的长期性。

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  • 作者

    Liamkina, Olga Alexandr.;

  • 作者单位

    Georgetown University.;

  • 授予单位 Georgetown University.;
  • 学科 Language Linguistics.; Education Language and Literature.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 301 p.
  • 总页数 301
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;
  • 关键词

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