1887
Volume 21, Issue 2
  • ISSN 1877-9751
  • E-ISSN: 1877-976X
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Abstract

Abstract

The present study examines two cognitive linguistics approaches to foreign language teaching. One draws on the conventionality of language use that a variety of expressions can be understood as instances of more general patterns, e.g., and as verb-object-particle, whereas the other centers on linguistic creativeness such as novel combinations or associations, e.g., . Noting that English verb-particle constructions (VPCs) exemplify both linguistic conventionality and creativeness, two types of instruction have been developed–namely, top-down instruction and bottom-up instruction. The top-down instruction presents VPCs as instances of conventional argument structures such as motion and resultative constructions (Goldberg, 2015), whereas the bottom-up instruction focuses on creative compositions of literal and metaphorical meanings (Lakoff & Johnson, 1980). The two types of instruction were provided for Korean EFL learners, and their knowledge of VPCs was measured by a pretest, an immediate posttest, and a four-week delayed posttest. Results of the immediate posttest showed that both types of instruction were effective in improving the learners’ knowledge of literal and figurative VPCs. In the delayed posttest, significantly greater retention was observed for the construction-based top-down instruction. This finding highlights the importance of argument structures as super-constructions in teaching VPCs to EFL learners.

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2023-03-27
2024-02-22
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