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The Best of Both Worlds: Combining Cognitive Linguistics and Pedagogic Tasks to Teach English Conditionals

机译：两全其美：结合认知语言学和教学任务来教英语条件

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摘要

Due to their internal complexity, English conditionals represent a challenge for L2 learners; furthermore, most ESL grammar books lack precise explanations of conditional meanings and usage contexts. As a solution, cognitive linguistic research on conditionals (Dancygier and Sweetser 2005), based on theory of conceptual blending and mirroring human cognition processes, could be very beneficial for L2 learners. In this study, elements of cognitive linguistic analysis of English hypothetical conditionals were incorporated into L2 learning materials. The design of the study was quasi-experimental, with three groups (N = 57) participating: cognitive, task-supported, and control. Pedagogic consciousness-raising tasks were used to provide a context for meaningful practice for cognitive and task-supported groups. The research questions explored the efficacy of different types of instruction for L2 development of English conditional phrases, as measured by a post-test and a delayed post-test. The findings of t-test and analysis of variance procedures (p = .001) indicate that participants from the cognitive group outperformed the participants from the task-supported and control groups and demonstrated a higher degree of understanding of conditional usage contexts.
机译：由于其内部条件的复杂性，英语条件句对第二语言学习者构成了挑战。此外，大多数ESL语法书都缺乏对条件含义和使用上下文的精确解释。作为解决方案，基于概念融合和镜像人类认知过程的理论，基于条件的认知语言学研究（Dancygier和Sweetser 2005）可能对第二语言学习者非常有益。在这项研究中，英语假设条件的认知语言分析元素被纳入了第二语言学习材料中。该研究的设计是准实验的，共有三组（N = 57）参与：认知，任务支持和控制。教学意识提高任务被用来为认知和任务支持的群体提供有意义的实践环境。研究问题探索了不同类型的指令对英语条件短语的L2发展的功效，通过后测和延迟后测来衡量。 t检验和方差分析的结果（p = .001）表明，认知小组的参与者优于任务支持小组和对照组的参与者，并显示出对条件使用情境的更高理解。

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  • 来源
    《Applied linguistics》 |2018年第4期|668-693|共26页
  • 作者

    Jacobsen Natalia Dolgova;

  • 作者单位

    George Washington Univ, EAP Program, Washington, DC 20052 USA;

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