An experimental comparison of cognitive versus traditional approaches to teaching the prepositions: in, on, at
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Title
An experimental comparison of cognitive versus traditional approaches to teaching the prepositions: in, on, atAuthor (s)
Date
2018Publisher
Publicacions de la Universitat Jaume IISSN
1139-5486Bibliographic citation
PRADES YERVES, Luis (2018). An experimental comparison of cognitive versus traditional approaches to teaching the prepositions: in, on, at. Fòrum de recerca, n. 23, p. 229-246Type
info:eu-repo/semantics/articleSubject
Abstract
When learning a new language, prepositions are as commonly
used as they are difficult to master. In the Spanish learning context,
the first and most common prepositions to be taught in Secondary
Ed ... [+]
When learning a new language, prepositions are as commonly
used as they are difficult to master. In the Spanish learning context,
the first and most common prepositions to be taught in Secondary
Education are the units in, on, at. However, the fact that the teaching
of these prepositions comes at an early stage does not mean that
they are easy to learn. In fact, teaching materials have typically
assumed that prepositions are used in a non-systematic way, thus
dealing with them from a collocational perspective. Against that
position, research in the field of Cognitive Linguistics (henceforth CL)
has demonstrated that only a small minority of prepositional uses
are thoroughly idiomatic. According to this discipline, there exist two
positions in relation to prepositional meaning, namely monosemy
and polysemy. Following the latter perspective, Navarro i Ferrando
(1998) has developed a theoretical model in which the meanings of
the prepositions in, on and at can be described by radial networks
containing spatial, force-dynamic and functional semantic elements.
In the present study, the effectiveness of this model in teaching
the prepositions in, on, at has been tested. For this purpose, an
experiment has been designed in which two groups of 4th-year ESO
are taught the target prepositions following two different
approaches: CL-based and traditional, respectively. Thus, it is
hypothesised that, after the study, the group following the CL
approach will present a higher improvement in their command of the
target prepositions than the group taught by means of a traditional
approach.
The overall results obtained in the experiment corroborate the
hypothesis stated above, thus proving the advantages that a field
such as CL can offer to the sphere of language teaching. However,
the results also suggest the necessity of further research that helps
to understand the extent to which factors such as motivation can
influence the success of this approach. [-]
Description
XXIII Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2018)
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Fòrum de recerca, 2018, núm. 23Rights
info:eu-repo/semantics/openAccess
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