Embodied experience and the teaching and learning of L2 prepositions: A case study of abstract in and on

Falck, Marlene Johansson

doi:10.1515/9783110572186-011

Cited by 5 publications

(4 citation statements)

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“…- Vandeloise (1991) notes the relative function of prepositions comparing English and French prepositions. -Johansson Falck (2015Falck ( , 2018 compares examples of the prepositions in and on with specific senses in a corpus for Swedish speakers who had an advanced level in English.…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

“…There are several studies about the prepositions in, on (Feist, 2000;Lindstromberg, 2010;, 2006aSilvestre-López, 2009;Johansson Falck, 2015, 2018 and at (Deane, 1993;, 2006bKnaś, 2006Knaś, , 2007Kokorniak, 2007;Brenda, 2016) within the framework of Cognitive Linguistics. I have found some information about the prepositions near (Brenda, 2017), by (Deane, 1993), and only very little information about the prepositions next to (Sowden & Blades, 1996;Brenda, 2019) and beside (Rissanen, 2004;Zwarts & Gärdenfors, 2016).…”

Section: Chapter 3: the Semantics Of Prepositions At Beside By Near A...mentioning

confidence: 99%

“…In a recent experimental study of the abstract prepositions in and on, Johansson Falck (2018) has noted that the use of metaphorical or literal language and the correspondent comprehension are controlled by embodied experience procedures (e.g., Bergen & Wheeler (2010: 150-158) mentioning also muscular movement or perceptual skills added through experience with the body, world and mind).…”

Section: A Vector Quality or A Direction A Path Of Motion Origins And...mentioning

confidence: 99%

“…In order to determine the senses of prepositions, a related classification focuses on the terminology assigned (Johansson Falck, 2018). The notions involved in the case study of abstract in and on are categories connected to the varieties of body-world knowledge.…”

Section: A Vector Quality or A Direction A Path Of Motion Origins And...mentioning

confidence: 99%

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The polysemy of prepositions at, beside, by, near and next to: The horizontal axis of spatial relations

Fabregat¹

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Section: Research Questions and Hypothesesmentioning

confidence: 99%

Section: Chapter 3: the Semantics Of Prepositions At Beside By Near A...mentioning

confidence: 99%

Section: A Vector Quality or A Direction A Path Of Motion Origins And...mentioning

confidence: 99%

Section: A Vector Quality or A Direction A Path Of Motion Origins And...mentioning

confidence: 99%

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The polysemy of prepositions at, beside, by, near and next to: The horizontal axis of spatial relations

Fabregat¹

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Lesson Plans

Lopez-Ozieblo

2023

Theory and Practice From a Cognitive Perspective

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教學明示程度、學習認知風格與呈現模態對認知語言學為基礎之視覺輔助應用於介系詞教學成效之影響: 以台灣英語課室為例

Lai

Sato

Burden

2020

English Teaching & Learning

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This study investigates the roles of instruction explicitness and learning styles on the relative effectiveness of multimedia glossing with texts and cognitive linguistics-based image schemas presented in two modalities, i.e., static and animated, on Taiwanese college EFL students learning three polysemous prepositions: above, on, and over. Based on a pre-post-test design, the experiments consist of a free writing test and a gapfill test, respectively used to gauge the active and passive aspects of learners' receptive lexical gain. Three groups of intermediate learners were recruited, receiving the same text annotations but different treatments configured in presentation modes and explicitness: SI group with text-static imagery annotations under implicit instruction, AI group with text-animation annotations under implicit instruction, and AE group with text-animation annotations under explicit instruction. The results suggest the following: (1) animations, compared with static imagery, seem able to better enrich the meaningfulness of image schemas and elicit larger and more durable learning effects, especially on the more active aspects of the receptive gain; (2) explicit verbal cues enhanced the learning effects on the active aspects of the receptive gains; (3) visualizers benefit more from animations than verbalizers in both active and passive aspects of the receptive gains, especially if verbal cues are provided. Pedagogical suggestions include the utilization of image schema visual aids in a dynamic presentation mode accompanied by sufficient explicit instruction to optimize the effects of learning polysemous words.

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Embodied experience and the teaching and learning of L2 prepositions: A case study of abstract in and on

Cited by 5 publications

References 0 publications

The polysemy of prepositions at, beside, by, near and next to: The horizontal axis of spatial relations

The polysemy of prepositions at, beside, by, near and next to: The horizontal axis of spatial relations

Lesson Plans

教學明示程度、學習認知風格與呈現模態對認知語言學為基礎之視覺輔助應用於介系詞教學成效之影響: 以台灣英語課室為例

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