Applying Constructionist Approaches to Teaching English Argument Structure Constructions to EFL Learners,Tesol Quarterly

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Applying Constructionist Approaches to Teaching English Argument Structure Constructions to EFL Learners
Tesol Quarterly ( IF 3.0 ) Pub Date : 2020-10-20 , DOI: 10.1002/tesq.3002
Hyunwoo Kim ₁ , Yangon Rah ₂

Affiliation

The present study investigated the effects of construction-based instruction on Korean English as a foreign language (EFL) learners’ production of the English argument structure constructions. Within the theoretical framework of construction grammar (Goldberg, 1995), the authors presented college students with English constructions in a hierarchical network and provided contextually meaningful visual scenes in connection with the language input. Results from translation and guided writing tasks, which were implemented before, immediately after, and 4 weeks after the learning sessions, revealed that learners who received construction-based instruction outperformed those who received form-centered instruction in both immediate and delayed posttests. Further, among the construction-based groups, only those learners who were presented with the target constructions in a network hierarchy maintained improved performance in the delayed posttest. The authors conclude by addressing the pedagogical implications for construction-based teaching in the EFL context.

中文翻译：

应用建构主义方法向 EFL 学习者教授英语论证结构结构

本研究调查了基于结构的教学对韩国英语作为外语 (EFL) 学习者产生英语论证结构结构的影响。在结构语法的理论框架内（Goldberg，1995），作者在分层网络中向大学生展示了英语结构，并提供了与语言输入相关的上下文有意义的视觉场景。在学习课程之前、之后和之后 4 周实施的翻译和指导写作任务的结果表明，接受基于结构的教学的学习者在即时和延迟的后测中均优于接受以形式为中心的教学的学习者。此外，在以建筑为基础的群体中，只有那些在网络层次结构中看到目标结构的学习者才能在延迟后测中保持改进的表现。作者最后解决了 EFL 背景下基于建构的教学的教学意义。

更新日期：2020-10-20

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