Both traditional and DDL-based CL-inspired instruction significantly improved learners' knowledge of the English vertical prepositions over, above, under and below¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both the traditional instruction and the DDL-based CL-inspired instruction produced statistically significant improvement in knowledge of the vertical prepositions. → Kilimci 2017

Evidence¶

Kilimci 2017¶

Kilimci, A. (2017). Integrating cognitive linguistics insights into data-driven learning: teaching vertical prepositions. Journal of Language and Linguistic Studies, 13(2), 681-719. https://eric.ed.gov/?id=EJ1159243

q2 · i? · causal · r2

Quasi-experimental study of 52 second-year English-major students in Turkey, with a control group (N=26) receiving traditional dictionary-based instruction and an experimental group (N=26) receiving DDL-based CL instruction, each tested by pre-, post- and delayed post-tests of 30 fill-in-the-blank items. The article reports both groups "significantly improve their knowledge of the vertical prepositions"; no effect sizes are printed.

"The statistical ana lyses revealed that the two teaching methods, the traditional and the DDL -based CL-inspired instruction, helped the students significantly improve their knowledge of the vertical prepositions"

Discussion¶

Related Claims¶

• DDL-based CL-inspired instruction led to greater learning gains and better retention of the vertical prepositions than traditional instruction — related
• Turkish postpositions do not map one-to-one onto English over/above and under/below, which may cause difficulty for Turkish L2 learners — related
• Advanced L2 learners taught the core senses of to, for and at with diagrams show pre- to post-test gains in knowing when to use them, in one uncontrolled study reported second-hand — related