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Effectiveness of force dynamic explanations of English causative verbs and the role of imagery

机译：英语使动词的力动力解释的有效性和意象的作用

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摘要

The current study examines the effectiveness of a CL-based force dynamic (FD) lesson relative to a more conventional approach that seeks to convey the target semantics through corresponding L1 forms. Exp. 1 (N= 67) examined Japanese EFL students' acquisition of the English verbs force, get, have, help, let, make, and prevent, comparing the effectiveness of force dynamic explanations with dynamic diagrams and a translation-based approach. Both groups showed significant learning on both the posttest and delayed posttest, but the FD group's greater gains over the conventional instruction on both the posttest and delayed posttest did not reach significance. Exp. 2 (N= 97) replicated most of the Exp. 1 conditions but with a slightly altered instructional format to ensure participant's focus on force dynamic relationships. The FD group's greater gains on a posttest given three weeks following instruction fell short of statistical significance. Exp. 3 (N = 54) compared the effectiveness of a FD lesson using dynamic images with a lesson without such images and found no significant differences between the groups. The three experiments demonstrate that CL-based instruction on force dynamics provides a viable alternative to conventional instruction in which target semantics are conveyed through translation.
机译：当前的研究相对于寻求通过相应的L1形式传达目标语义的更传统的方法，检验了基于CL的力量动态（FD）课程的有效性。经验1（N = 67）考察了日本EFL学生对英语动词的获取，获得，拥有，帮助，让其制造和预防的英语动词习得，将动态解释与动态图和基于翻译的方法的效果进行了比较。两组在后期测试和延迟测试方面均显示出重要的学习能力，但FD组在常规测试和后期测试方面的收益均未达到显着水平。经验2（N = 97）复制了大部分Exp。 1个条件，但教学格式稍有不同，以确保参与者专注于力量动态关系。 FD组在接受指导三周后进行的后测中获得的更大收益没有统计学意义。经验3（N = 54）将使用动态图像的FD课程的效果与没有此类图像的课程进行了比较，发现两组之间没有显着差异。这三个实验表明，基于CL的力动力学指令为常规指令提供了可行的替代方法，在常规指令中，目标语义是通过翻译传达的。

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