Applying the competition model and cognitive linguistics to the instruction of English prepositions: The English preposition tutor

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.