Image-Schemas and Aptitude in the Learning of English Caused Motion and Resultative Constructions = 영상 도식과 언어 적성이 영어 사역 이동 구문과 결과 구문의 학습에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effects of image-schemas on the learning of English CAUSED MOTION and RESULTATIVE constructions by Korean high school students. 156 learners were randomly assigned to four groups: three treatment groups (i.e., an image-schema, an input enhancement, a metalanguage treatment group) and one control group. The treatment effects were measured over time by a scaled grammaticality judgement task and a Korean-to-English translation task on learnability of the exposure construction and generalizability to the non-exposure ones. The study found that learners could benefit from the image-schema treatment, especially in the immediate and the delayed production of the non-exposure constructions.
Another particular interest was also paid to the role of language analytic ability and working memory capacity in the learning of the target constructions. Learners’ cognitive factors were measured with a language analytic ability test and a working memory test. Hierarchical multiple regression analyses were conducted to examine the extent to which the combination of three variables (i.e., the treatment condition, the language analytic ability test scores and the working memory test scores) could predict the level of learnability and generalizability on the target constructions. The results showed that receiving the image-schema treatment was most predictive of the immediate and the delayed production of the non-exposure constructions, while language analytic ability was the primary predictor in the other cases. The role of working memory capacity proved inconclusive in the current study.
The present study suggests pedagogical applications of image-schemas as a potential alternative to metalanguage-centered Korean EFL classrooms, and possible contributions of language aptitude to construction learning.

목차 (Table of Contents)

• CHAPTER 1 INTRODUCTION 1
• 1.1 Significance of the study . 1
• 1.2 Organization of the thesis 4
• CHAPTER 2 LITERATURE REVIEW 5
• 2.1 Construction grammar . 5
• 2.2 Constructions and construction learning. 7
• 2.3 Argument structure construction . 16
• 2.3.1 Argument structure construction . 16
• 2.3.2 CAUSED MOTION construction . 18
• 2.3.3 RESULTATIVE construction . 22
• 2.4 Image-schemas . 26
• 2.5 Input enhancement . 29
• 2.6 Language aptitude in SLA 31
• 2.6.1 Language aptitude and L2 learning . 31
• 2.6.2 Language analytic ability and L2 learning . 32
• 2.6.3 Working memory capacity and L2 learning . 35
• CHAPTER 3 METHODS 38
• 3.1 Research questions and research hypotheses . 38
• 3.2 Participants. 41
• 3.3 Target forms: Exposure vs. non-exposure constructions 42
• 3.3.1 Exposure construction: Selected transitive CAUSED MOTION construction (SCMC) . 43
• 3.3.2 Non-exposure constructions: Unselected transitive CAUSED MOTION construction (USCMC) and unselected transitive RESULTATIVE construction (USRC) 43
• 3.4 Instruments. 44
• 3.4.1 Scaled grammaticality judgement task (SGJT) 45
• 3.4.2 Korean-to-English translation task (KETT) . 47
• 3.4.3 Language analytic ability test (LAAT) 49
• 3.4.4 Working memory test (WMT) 51
• 3.5 Procedures 52
• 3.5.1 Image-schema (IS) treatment group: Explicit teaching 55
• 3.5.2 Input enhancement (IE) treatment group: Implicit teaching . 56
• 3.5.3 Metalanguage (MT) treatment group: Explicit teaching . 58
• 3.5.4 Control group . 59
• 3.6 Data coding and analyses 59
• 3.6.1 Data coding for the scaled grammaticality judgement task 60
• 3.6.2 Data coding for the Korean-to-English translation task 61
• 3.6.3 Data coding for the language analytic ability and working memory tests . 62
• 3.6.4 Data analyses 63
• CHAPTER 4 RESULTS . 66
• 4.1 Preliminary analyses. 66
• 4.1.1 Reliability estimates for the test instruments . 67
• 4.1.2 Pretest results of the scaled grammaticality judgement task . 67
• 4.1.3 Pretest results of the Korean-to-English translation task 69
• 4.1.4 Results of the language analytic ability test . 70
• 4.1.5 Results of the working memory test 71
• 4.2 Immediate effects of the treatment condition. 71
• 4.2.1 Immediate posttest results of the scaled grammaticality judgement task 72
• 4.2.2 Immediate posttest results of the Korean-to-English translation task 74
• 4.3 Delayed effects of the treatment condition 78
• 4.3.1 Delayed posttest results of the scaled grammaticality judgement task 78
• 4.3.2 Delayed posttest results of the Korean-to-English translation task . 80
• 4.4. Immediate effects of the treatment condition and the aptitudinal factors . 84
• 4.4.1 Correlation and Regression analysis results of the immediate posttest SGJT on learnability and generalizability. 84
• 4.4.2 Correlation and Regression analysis results of the immediate posttest KETT on learnability and generalizability. 91
• 4.5 Delayed effects of the treatment condition and the aptitudinal factors . 98
• 4.5.1 Correlation and Regression analysis results of the delayed posttest SGJT on learnability and generalizability . 99
• 4.5.2 Correlation and Regression analysis results of the delayed posttest KETT on learnability and generalizability . 104
• CHAPTER 5 DISCUSSION . 112
• 5.1 Summary of the study findings . 112
• 5.2 Effects of the treatment condition and the aptitudinal factors on learnability . 121
• 5.3 Effects of the treatment condition and the aptitudinal factors on generalizability 125
• CHAPTER 6 CONCLUSION . 130
• 6.1 Implications for pedagogical practices 130
• 6.2 Limitations, directions for future research, and the summary. 131
• REFERENCES . 134
• 국 문 요 약 . 146
• APPENDICES 148