The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom

IF 1.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2022-09-12 DOI:10.1515/iral-2022-0066

Hyunwoo Kim, Tae Eun Kim, Jeeyoung Park

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引用次数: 0

Abstract

Abstract The present study introduces a novel instructional approach to teaching a Chinese construction to college students in a foreign language classroom. Based on the framework of the construction-grammar approach to language acquisition, this study tested the effect of construction-based teaching, which integrates formal and semantic aspects of language with contextually meaningful visual scenes, in Korean-speaking Chinese learners’ acquisition of the Chinese Ba construction. Two groups of Chinese learners, who were enrolled in second-semester college-level Chinese classes, received constructional (n = 33) or form-focused instruction (n = 33) for 13 weeks. Results from elicited production and grammaticality judgment tasks implemented preceding and following the instruction showed that the constructional instruction group had improvements to a greater extent than the form-focused instruction group. These findings underscore the validity of the construction-grammar approach as an effective teaching method in foreign language learning settings.

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认知建构-语法教学法在外语课堂教学中的应用

摘要本研究介绍了一种在外语课堂中对大学生进行汉语句式教学的新方法。基于语言习得的构式-语法方法框架，本研究考察了构式教学法在汉语朝鲜语学习者习得汉语“八”构式中的效果。构式教学法将语言的形式和语义方面与具有语境意义的视觉场景相结合。两组汉语学习者参加了大学第二学期的汉语课程，分别接受了13周的建构(n = 33)和形式指导(n = 33)。在教学前后进行的产生性和语法性判断任务的结果表明，建构性教学组比形式导向型教学组有更大程度的提高。这些发现强调了结构语法教学法作为一种有效的外语教学方法的有效性。

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来源期刊

Iral-International Review of Applied Linguistics in Language Teaching Multiple-

CiteScore

3.20

自引率

13.30%

发文量

期刊介绍： International Review of Applied Linguistics in Language Teaching is devoted to problems of general and applied linguistics in their various forms.