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Applying the competition model and cognitive linguistics to the instruction of English prepositions: The English preposition tutor
Author(s)
Date Issued
2015
Conference
Citation
Wong, M. H., & Zhao, H. Y. (2015 Dec 16). Applying the competition model and cognitive linguistics to the instruction of English prepositions: The English preposition tutor. Teaching and Learning Innovation Expo 2015, Hong Kong.
Type
Conference Paper
Abstract
We describe our attempt to investigate whether a cognitive linguistic approach might be superior over
traditional explicit instruction when teaching English prepositions in a Hong Kong context. To this
end, 64 English learners at an intermediate level of proficiency were randomly assigned to one of the
four groups: 1) Schema feedback (SF); 2) Rule feedback (RF); 3) Corrective feedback (CF); and 4)
Control group (receiving training on English articles). The first three groups received training on three
prepositions (in, at, over) through the computer-based online tutor shown in Figure 1. Participants
were asked to choose the sentence that matched the given picture and they were provided with
immediate feedback. The SF group was given a schematic drawing mapped with the sentence as
well as a verbal explanation of the mapping (as shown in Figure 1). The RF group was given a
metalinguistic explanation of the preposition usage with three example sentences. The CF group was
informed whether their choice was correct or not. The data were collected through a pre-post-test
assessment and they demonstrated the superiority of the cognitive linguistic approach, particularly in
the translation test.
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