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Effects of Construction-Grammar-Based Instruction on the Learning of English Verb-Particle Constructions by Korean Middle School Students
한국인 중학생의 영어 동사-첨사 구문 학습에서의 구문문법 기반 교수의 효과

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dc.contributor.advisor양현권-
dc.contributor.author성민창-
dc.date.accessioned2018-05-28T16:42:52Z-
dc.date.available2018-05-28T16:42:52Z-
dc.date.issued2018-02-
dc.identifier.other000000151432-
dc.identifier.urihttps://hdl.handle.net/10371/140871-
dc.description학위논문 (박사)-- 서울대학교 대학원 : 사범대학 외국어교육과, 2018. 2. 양현권.-
dc.description.abstractIn construction grammar, English verb-particle constructions (VPCs) are form-meaning pairings and inherit their formal and functional properties from major English argument structure constructions (ASCs) such as caused-motion and transitive resultative (Goldberg, 2015). The present study explored construction-based instruction of VPCs to Korean middle school students, and assessed its educational effectiveness.
The effectiveness of construction-based instruction was compared with that of particle-centered and lexical instruction. Students were divided into three instruction groups: a construction-based instruction group (CG), a particle-centered instruction group (PG), and a lexical instruction group (LG). All the groups participated in twelve lessons and three testing sessions, i.e., a pretest, an immediate posttest, and a delayed posttest. Each test session administered four tasks: sentence completion, scene description, grammaticality judgment, and sentence sorting. The former two tested the production of VPCs, while the latter two examined the knowledge of ASCs.
Results of the tasks revealed that the construction-based instruction was more effective in improving the correct production of VPCs than the other two types of instruction. More specifically, the learners in CG showed significant improvements in their use of figurative VPCs, which are known to be more difficult than literal VPCs. Moreover, the learners in CG showed greater mean increases for uninstructed VPCs than those in PG and LG.
Another significant finding of the present study is that the construction-based instruction improved the learners knowledge of ASCs, especially marked ones such as transitive resultative and caused-motion. After the construction-based instruction, the learners in CG became better at identifying ASC-related errors. Moreover, their interpretation of English sentences improved as they became less dependent on matrix verbs and more dependent on constructional knowledge in sentence comprehension tasks.
These findings show that construction-based instruction can help Korean middle school students learn complex structures such as figurative VPCs and marked ASCs, suggesting important pedagogical implications for principled and effective foreign language learning and teaching.
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dc.description.tableofcontents1.INTRODUCTION 1
1.1.Statement of Problems and Objectives 1
1.2.Research Questions 6
1.3.Organization of the Dissertation 7
2.LITERATURE REVIEW 8
2.1.Construction Grammar 8
2.1.1.Theoretical framework 8
2.1.2.English argument structure constructions 14
2.1.3.ASCs in L1 acquisition 21
2.1.4.ASCs in L2 learning and teaching 25
2.2.Verb-Particle Constructions 32
2.2.1.Definition and scope 32
2.2.2.Previous analyses 35
2.2.3.Constructionist analysis 40
2.2.4.VPCs in L1 acquisition and use 48
2.2.5.VPCs in L2 learning and teaching 51
3..METHODS 56
3.1.Pilot Studies 56
3.2.Participants 58
3.3.Target Constructions 60
3.4.Procedure 62
3.5.Instruction 62
3.5.1.Construction-based instruction 63
3.5.2.Particle-centered instruction 67
3.5.3.Lexical instruction 69
3.6.Test 71
3.6.1.Sentence completion task 71
3.6.2.Scene description task 72
3.6.3.Grammaticality judgment task 74
3.6.4.Sentence sorting task 76
3.7.Analysis 78
4.RESULTS 80
4.1.Sentence Completion Task 80
4.1.1.Results of between-test analysis 80
4.1.2.Results of between-group analysis 81
4.2.Scene Description Task 88
4.2.1.Results of between-test analysis 88
4.2.2.Results of between-group analysis 89
4.3.Grammaticality Judgment Task 93
4.3.1.Overall results 93
4.3.2.Grammatical and ungrammatical sentences 94
4.3.3.Argument structure constructions 95
4.4.Sentence Sorting Task 96
4.4.1.Quantitative analysis 96
4.4.2.Qualitative analysis 97
5.DISCUSSION 103
5.1.Instructional Effects on Learning VPCs 103
5.1.1.Overall effects on learning VPCs 103
5.1.2.Effects on learning figurative VPCs 106
5.1.3.Effects on learning uninstructed VPCs 111
5.2.Instructional Effects on Knowledge of ASCs 114
5.2.1.Grammaticality judgment 114
5.2.2.Sentence sorting 118
6.CONCLUSION 123
6.1.Major Findings and Pedagogical Implications 123
6.2.Limitations and Suggestions 126
REFERENCES 129
APPENDICES 145
ABSTRACT IN KOREAN 167
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dc.formatapplication/pdf-
dc.format.extent5671618 bytes-
dc.format.mediumapplication/pdf-
dc.language.isoen-
dc.publisher서울대학교 대학원-
dc.subjectconstruction grammar-
dc.subjectforeign language instruction-
dc.subjectEnglish verb-particle constructions-
dc.subjectEnglish argument structure constructions-
dc.subject.ddc407-
dc.titleEffects of Construction-Grammar-Based Instruction on the Learning of English Verb-Particle Constructions by Korean Middle School Students-
dc.title.alternative한국인 중학생의 영어 동사-첨사 구문 학습에서의 구문문법 기반 교수의 효과-
dc.typeThesis-
dc.description.degreeDoctor-
dc.contributor.affiliation사범대학 외국어교육과-
dc.date.awarded2018-02-
Appears in Collections:
College of Education (사범대학)Dept. of Foreign Language Education (외국어교육과)English Language (영어전공)Theses (Ph.D. / Sc.D._영어전공)
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