Acquisition of French Polysemous Vocabularies: Schema-based Instruction versus Translation-based Instruction

• Autores: Ebrahim Khodadady, M. Saber Khaghaninizhad
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 17, 2012, págs. 29-46
• Idioma: inglés
• DOI: 10.30827/digibug.31954
• Enlaces
  • Texto completo (pdf)
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Este estudio intentó demostrar la eficacia de dos tipos de enseñanza de vocabulario (es decir, la instrucción basada en esquemas (IBE), basada en la traducción (IBT) de la adquisición de las palabras en la segunda lengua. Inspirado en el diseño del grupo intacto, cuarenta y nueve alumnos iraníes de nivel intermedio de francés se dividieron en tres grupos; dos grupos experimentales (IBE y IBT) y un grupo control.

    A los grupos experimentales se les dieron 30 minutos de instrucción sobre las palabras meta, a saber, el verbo arriver y la preposición sur. A fin de examinar la eficacia de las distintas formas de instrucción desarrolladas, se administraron, una prueba de juicio para la aceptabilidad y también una prueba de producción a la instrucción; los posttests se administraron dos días después de la instrucción y dos semanas después de la instrucción el segundo. Los resultados mostraron que IBE tendían a ser tan eficaz como LCT para la prueba de aceptabilidad y drásticamente más influyente para la prueba de producción. Este estudio sugiere que las técnicas basadas en esquemas derivados de la semántica cognitiva pueden considerarse como un recurso pedagógico muy prometedor en la enseñanza de vocabularios en la L2.

  • English

    This study attempted the effectiveness of two types of vocabulary instruction (i.e. schema-based instruction (SBI) and translation-based instruction (TBI) on the acquisition of second language words. Inspired by intact group design, fourtynine intermediate Iranian learners of French were divided into three groups; two experimental groups (SBI and TBI) and a control group. The experimental groups were given 30 minutes of instruction on the target words, namely the verb arriver and the preposition sur. In order to examine the effectiveness of the focused instructions, an acceptability judgment test and a production test were administered prior to instruction as the pre-tests, two days after the instruction the first post-test and two weeks after the instruction the second post-test were given. The results showed that SBI tended to be as effective as TBI for acceptability judgment test and drastically more influential for production test. This study suggests that schema-based techniques derived from cognitive semantics can serve as an extremely promising pedagogical devise in teaching L2 vocabularies.

• Referencias bibliográficas
  • Beitel, D.A., Gibbs, R.W.J. and Sanders, P. (1997). "The embodied approach to the polysemy of the spatial preposition on", in H. Cuyckens,...
  • Bensoussan, M. and Laufer, B. (1984). "Lexical guessing in context in EFL reading comprehension", in Journal of Research in Reading...
  • Bolinger, D. (1965). "The atomization of meaning", in Language, 41: 555-73.
  • Brugman, C.M. (1988). Story of over. Unpublished M.A. thesis, University of California, Berkeley. Reproduced by Indiana University Linguistics...
  • Cho, K. (2002). "A cognitive linguistic approach to the acquisition of English prepositions", in JACET Bulletin, 35: 63-78.
  • Craik, F.I.M. and Lockhart, R.S. (1972). "Levels of processing: A framework for memory research", in Journal of Verbal Learning and...
  • Csábi, S. (2004). "A cognitive linguistic view of polysemy in English and its implications for teaching", in M. Achard, M. and S....
  • Curtis, M.E. (1987). "Vocabulary testing and instruction", in M.G. McKeown, M.G. and M.E. Curtis, M.E. (eds.), The nature of vocabulary...
  • DeCarrico, J.S. (2001). "Vocabulary learning and teaching", in M. Celce-Murcia, (ed.) M., Teaching English as a second of foreign...
  • Dewell, R.B. (1994). "Over again: schema transformation in semantic analysis", in Cognitive Linguistics, 5: 351-80.
  • Ellis, N.C. and Beaton, A. (1993). "Psycholinguistic determinants of foreign language vocabulary learning", in Language Learning,...
  • Gibbs, R.W.J. and Colston, H.L. (1995). "The cognitive psychological reality of image schemata and their transformations", in Cognitive...
  • Goddard, C. (2002). "On and on: Verbal explications for a polysemic network", in Cognitive Linguistics, 13: 277-94.
  • Hatch, E. (1978). Second language acquisition. Rowley, Massachussetts: Newbury House.
  • Hatch, E. 1983: Psycholinguistics: A second language perspective. Rowley, MA: Newbury House.
  • Hazenburg, S. and Hulstijn, J. (1996). "Defining a minimal receptive second language vocabulary for non-native university students: An...
  • Henriksen, B. (1999). "Three dimensions of vocabulary development", in Studies in Second Language Acquisition, 21: 303-17.
  • Henriksen, B. 1988: "Spatial expressions and the plasticity of meaning", in B. Rudzka-Ostyn, (ed.), Topics in cognitive linguistics....
  • Howards, M. (1964). "How easy are "easy" words?", in Journal of Experimental Education, 32: 377-82.
  • Johnson, M. (1987). The body in the mind: The bodily basis of meaning, imagination and reason. Chicago: University of Chicago Press.
  • Kövecses, Z. and Szabó, P. (1996). "Idioms: A view from cognitive semantics", in Applied Linguistics, 17: 326-55.
  • Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
  • Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. Chicago: University of Chicago Press.
  • Lakoff, G. and Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
  • Langacker, R.W. (1987). Foundations of cognitive grammar I: Theoretical prerequisites. Stanford, CA: Stanford University Press.
  • Laufer, B. (1992). "Reading in a foreign language: How does L2 lexical knowledge interact with the reader's general academic ability?",...
  • Laufer, B. (1997). "The lexical plight in second language reading". Iin J. Coady, J. and T. Huckin, T. (eds.), Second language vocabulary...
  • Lennon, P. (1996). "Getting 'easy' verbs wrong at the advanced level", in. International Review of Applied Linguistics, 34:...
  • Lindstromberg, S. (1996). "Prepositions: Meaning and method"., in ELT Journal, 50: 225-36.
  • Loewen, S. and Ellis, R. (2004). "The relationship between English vocabulary knowledge and the academic success of second language university...
  • Lyons, J. (1977). Semantics, Volume 2. Cambridge: Cambridge University Press.
  • Melka, F. (1997). "Receptive vs. productive aspects of vocabulary. ", in N. Schmitt, N. and M. McCarthy, M., (eds), Vocabulary: Description,...
  • Morimoto, Sh. and Loewen, Sh. (2007). "A comparison of the effects of image-schema-based instruction and translation-based instruction...
  • Nagy, W. (1997). "On the role of context in first-and second-language vocabulary learning", in N. Schmitt, N. and M. McCarthy, M....
  • Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: Newbury House.
  • Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
  • Robinson, P. (1989). "A rich view of lexical competence", in ELT Journal, 43: 274-82.
  • Schmidt, R. (1990). "The role of consciousness in second language learning", in Applied Linguistics, 11: 129-58.
  • Taylor, B. (1985). "The use of overgeneralization and transfer learning strategies by elementary and intermediate students in ESL",...
  • Taylor, J.R. (1988). "Contrasting prepositional categories: English and Italian", in B. Rudzka-Ostyn, B. (ed.), Topics in cognitive...
  • Tomasello, M. and Herron, C. (1989). "Feedback for language transfer errors: The Garden Path technique", in Studies in Second Language...
  • Tyler, A. and Evans, V. (2001). "Reconsidering prepositional polysemy networks: The case of over", in. Language, 77: 724-65.
  • Tyler, A. and Evans, V. 2004: "Applying cognitive linguistics to pedagogical grammar: The case of over", in M. Achard, M. and S. Niemeier,...
  • Yamaoka, T. (1995). "A prototype analysis of learning of on by Japanese learners of English and the potentiality of prototype contrastive...