Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning

Abstract This study investigated the effectiveness of L2 instruction on the learning of English caused-motion constructions (e.g., Jane put the balls into the box, Harry swam Peter to the beach). Korean EFL high school students (N = 156) were randomly assigned to three instructional conditions and one control group. While the metalanguage group relied on explicit uses of grammar jargon, the input flood group read narrative stories in which the instances of a prototypical verb were presented with higher frequency than other verbs. The image-schema group, which adopted a balanced approach to form and meaning attention, studied the core meaning of the target construction. Mixed-effects logistic regressions on Korean-to-English translation tests revealed that the image-schema group was most effective in terms of learnability and generalizability. The benefits of image-schema-based instruction were attributed to simultaneous attention to form and meaning, which might lead to deeper processing. Image-schema-based-instruction is discussed as a viable alternative for L2 construction learning.