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논문 기본 정보

자료유형
학술저널
저자정보
Kazuma Fujii (Numazu College)
저널정보
범태평양응용언어학회 Journal of Pan-Pacific Association of Applied Linguistics Journal of Pan-Pacific Association of Applied Linguistics 제20권 제1호
발행연도
2016.7
수록면
75 - 94 (20page)

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The purpose of this paper is to explore the effective use of the core schema-based instruction (SBI) in a classroom setting. The core schema is a schematic representation of the common underlying meaning of a given lexical item, and was first proposed on the basis of the cognitive linguistic perspectives by the Japanese applied linguists Tanaka, Sato and Abe (2006) as a new teaching approach. The SBI has been expected to contribute to English teaching in a new way that is different from the translation-based instruction (TBI) because the core schemas can lead learners to a more essential and profound understanding. However, the previous empirical research on the SBI has not always shown its effectiveness over the TBI. This paper firstly analyzed its causes with reference to the theoretical features of the core schemas and pointed out two kinds of difficulty for the effective use of the SBI. Then in order to get over the difficulties, it was argued that the SBI should involve a bottom-up language learning process, as insisted in cognitive linguistics as the usage-based model. As the bottom-up process, group work discussion was employed in this study, where learners discuss the core schematic image in a group with its sample sentences which were provided beforehand. This learning style is different from the top-down SBI, where the core schemas are provided prior to sample sentences as almost all the previous empirical studies did. The present study examined the difference in the effects between the bottom-up SBI and the top-down SBI through an experiment conducted to technical college students with the six English prepositions (at, in, on, to, for, with) as material. Based on the results of the former study by the researcher, the present study was designed to add some exercises to the bottom-up SBI group. The results obtained from t-tests and ANOVAs suggested several findings. The findings were that the bottom-up SBI is more effective than the top-down SBI in meaning comprehension and that the effect continues for two months.
#schema-based instruction #cognitive linguistics #core schema #bottom-up #group work

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참고문헌 (38)

참고문헌 신청
Akamatsu, N. / 2010 / Restructuring foreign language lexical knowledge: Do cognitive linguistic insights contribute to foreign language learning? / Doshisha Daigaku Eigo Eibungaku Kenkyu 86-87:53~82 google schola Akamatsu, N. / 2010 / Difficulty in restructuring foreign-language vocabulary knowledge : Polysemous verbs / JACET Kansai Journal 12:68~79 google schola Azuma, M. / 2010 / Promoting figurative creativity in EFL/ESL classrooms / JACET Kansai Journal 12:8~19 google schola Boers, F. / 2000 / Metaphor awareness and vocabulary retention / Applied Linguistics 21(4):553~571 google schola Bolinger, D. / 1977 / Meaning and form / Longman google schola

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