abstractThis study evaluates the relative effects of two cognitive linguistic approaches – using animated versus static scenes in an illustration based on the spatial concept-oriented metaphor – and a non-cognitive linguistic approach on the Japanese EFL learners’ processing of request strategies with degrees of politeness. The cognitive linguistic approach consisted of applying the metaphor politeness is distance in the teaching of different degrees of politeness. It involved a spatial concept projection through which participants could understand degrees of politeness in terms of the spatially visualized concepts of near–far and high–low relationships associated with three social variables – closeness, power, and speaker difficulty – in either animated or static illustration. In contrast, the non-cognitive linguistic approach involved rote learning of target English polite requests in a list. The results demonstrated that the static version of the cognitive linguistic approach enabled participants to process degrees of politeness and perform as well as those who underwent the animated version. Moreover, the animation effects did not appear to have had a major impact on the overall performance of groups subjected to both cognitive language approaches. The results also showed that the cognitive linguistic approach groups outperformed the non-cognitive linguistic approach and control groups.

中文翻译：

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基于空间概念的隐喻意识提升方法中动画与静态效应对英语学习者请求策略认知加工的比较研究

摘要本研究评估了两种认知语言方法的相对效果——在基于空间概念隐喻的插图中使用动画与静态场景——以及非认知语言方法对日本 EFL 学习者处理具有礼貌程度的请求策略的影响. 认知语言学方法包括应用隐喻礼貌是距离在不同程度的礼貌教学中。它涉及空间概念投影，参与者可以通过空间概念投影理解礼貌程度。靠近–远的和高的–低的与三个社会变量相关的关系——亲近,力量， 和扬声器难度– 在动画或静态插图中。相比之下，非认知语言方法涉及死记硬背地学习列表中的目标英语礼貌请求。结果表明，认知语言方法的静态版本使参与者能够处理礼貌程度，并且表现得与接受动画版本的人一样。此外，动画效果似乎对接受两种认知语言方法的群体的整体表现没有重大影响。结果还表明，认知语言方法组的表现优于非认知语言方法和对照组。