Effect of Schema-Based Instruction on Learning Polysemous English Prepositions: Analyzing through Learners' Perceptions

Mitsugi, Makoto

doi:10.25256/paal.22.1.3

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…Like in many other languages, polysemy is prevalent in the English language. Nonetheless, the complicated link between form and meaning in English makes learning and utilizing vocabulary challenging (e.g., Schmitt, 2010;Mitsugi, 2017). Evidence from various studies suggests that Arab World English Journal www.awej.org ISSN: 2229-9327 22 youngsters can better predict the meanings of words that are not polysemous (Saemen, 1970;Nation, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

The Inclusion of Polysemes in Non-native English Textbooks: A Corpus-based Study

Lahlou

Rahim

2023

SSRN Journal

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Section: Literature Reviewmentioning

confidence: 99%

The Inclusion of Polysemes in Non-native English Textbooks: A Corpus-based Study

Lahlou

Rahim

2023

SSRN Journal

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“…The results suggested that learners could get the core and basic meaning of the polysemous word according to the context, and encounter some difficulties when guessing the extended meanings in some particular contexts. The empirical results of Morimoto and Loewen (2007) and Mitsugi (2017) on teaching methods of polysemous words showed that the pedagogical method of directly teaching core meanings based on schemata was an effective way to learn polysemous words. Mo andSun (2004), andZhang (2010) supported that providing…”

Section: The Influence Of Semantic Typesmentioning

confidence: 99%

The correlated influence of semantic types, L1 translation equivalents and language proficiency on EFL learners' production of polysemous words

2023

Front. Psychol.

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The current research investigated the influencing factors of the full mastery of L2 (English) polysemous words with a Chinese-English translation test. The concepts of “meaning” and “L2 equivalent” were strictly distinguished when designing the test. The manipulation of variables came to a mixed design of 2 (semantic types: core meaning, periphery meaning) × 2 (types of L1 translation equivalents: dominant L1 translation equivalent, non-dominant L1 translation equivalent) × 2 (language proficiency: low proficiency, high proficiency). The results showed that: (1) The semantic types and L1 translation equivalents had significant influence on the production of polysemous words in that the core meanings and the dominant L1 translation equivalent helped the learners access the words quickly and produce them more efficiently; The dominant L1 translation equivalents could facilitate the production of the words presented with their periphery meanings; (2) On the whole, there was no significant difference of the productive competence between the two groups of participants. Comparatively, the high proficiency learners performed better in the production of words presented in their periphery meanings corresponding to non-dominant L1 translation equivalents. And they showed a less degree of dependence on L1 translation equivalents in the process of language production.

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“…Onthebasisoftheacademicresearchdevelopment,manystudieshavebeenconductedonthe effectsofCCDLintheELTcontextofKorea.ThisCCDLmodelemphasizestheinteractionbetween NNS-NNS(KoreanandJapanese)usingCMCactivities,sotheeffectofthismodeliscloselyrelated withtheroleofEnglishasanInternationalLanguageintheAsiancontext. Sugie & Mitsugi (2014) analyzed the effectiveness of CCDL in the Chinese context. They implementedthisstudythroughblendedlearning,classroomteaching,Web-basedtrainingandCCDL.…”

Section: Ccdl Model Focusing On Nns-nns Interactionsmentioning

confidence: 99%

The Effects of Cross-Cultural Distance Learning Model on the Linguistic and Affective Domain of EFL Learners in Korea

Chang

2018

International Journal of Mobile and Blended Learning

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This article is based on a Cross-Cultural Distance Learning (CCDL) model between university students in Korea and Japan during the 1st semester of 2016 and this lesson model consists of synchronous and asynchronous CMC activities focusing on the interactions between non-native speakers of English. This article shows that EFL learners in Korea can develop English language proficiency through this lesson model. The learners' development of English language proficiency was evaluated by using the TOEIC test as a proficiency test form. Also, this article proves that these kinds of CMC activities can motivate EFL learners to enhance cultural awareness for foreign countries and practice English inside and outside of the classroom. The questionnaire was used to survey the students' cultural awareness and attitude for this model at the final session of the semester.

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Effect of Schema-Based Instruction on Learning Polysemous English Prepositions: Analyzing through Learners' Perceptions

Cited by 4 publications

References 6 publications

The Inclusion of Polysemes in Non-native English Textbooks: A Corpus-based Study

The Inclusion of Polysemes in Non-native English Textbooks: A Corpus-based Study

The correlated influence of semantic types, L1 translation equivalents and language proficiency on EFL learners' production of polysemous words

The Effects of Cross-Cultural Distance Learning Model on the Linguistic and Affective Domain of EFL Learners in Korea

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