MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
UNIVERSITY OF FOREIGN LANGUAGES
BÙI PHÚ HƯNG
TEACHING ENGLISH PREPOSITIONS:
A COGNITIVE LINGUISTIC APPROACH
DOCTOR OF PHILOSOPHY THESIS IN THEORY
AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING
HUE, 2019
MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
UNIVERSITY OF FOREIGN LANGUAGES
BÙI PHÚ HƯNG
TEACHING ENGLISH PREPOSITIONS:
A COGNITIVE LINGUISTIC APPROACH
DOCTOR OF PHILOSOPHY THESIS IN THEORY
AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING
CODE: 9 14 01 11
SUPERVISORS:
Assoc. Prof. Trương Viên, PhD
Assoc. Prof. Nguyễn Ngọc Vũ, PhD
HUE, 2019
STATEMENT OF AUTHORSHIP
I certify my authorship of the PhD thesis submitted today entitled:
“TEACHING
ENGLISH
PREPOSITIONS:
A
COGNITIVE
LINGUISTIC APPROACH”
for the degree of Doctor of Education, is the result of my own research,
except where otherwise acknowledged, and that this thesis has not been submitted
for a higher degree at any other institution. To the best of my knowledge, the thesis
contains no material previously published or written by other people except where
the reference is made in the thesis itself.
Hue, ……………………………, 2018
Author’s signature
Bùi Phú Hưng
i
ABSTRACT
The present study aimed to investigate the effects of applying cognitive
linguistics (CL) to teaching the spatial and metaphorical senses of English
prepositions above, among, at, behind, beside, between, in, in front of, on and
under. It made attempts to apply the basic concepts in cognitive linguistics,
including embodiment theory, image schemas theory, conceptual metaphor theory
and domain mapping theory. Also, the integrated text and picture comprehension
(ITPC) model was applied to frame the class activities. A pretest-posttest betweengroup research design was adopted. The results of the pretest and pre-questionnaire
were used to select student participants who were then divided into two different
groups: cognitive group and traditional group. The findings revealed that the
cognitive group (M=27.00) outperformed the traditional group (M=22.36) in the
posttest in terms of both the spatial and metaphorical meanings.
The cognitive group participants also responded that they appreciated the
CL-based teaching of the prepositions more than the pedagogical applications
which their former teachers had previously applied in terms of both the spatial and
metaphorical meanings. Six out of 25 cognitive members responded that the teacher
should have added something fun to make the class more interested in the lesson.
Most of the participants believed that CL-based teaching was appropriate and
admitted that CL-based teaching had more positive effects on their knowledge of
the spatial meanings than that of the metaphorical meanings.
The findings suggest that future studies and practices in ELT which would
like to apply cognitive linguistics in EFL (English as a foreign language) classroom
could include songs or games in the post-teaching stage to make the class more
interesting. Future research could also apply cognitive linguistics to teaching other
prepositions in other contexts and employ a delayed posttest to measure EFL
students’ retention of knowledge.
ii
ACKNOWLEDGEMENTS
To conduct this doctoral thesis, I received much guidance and assistance
from my supervisors, the academic panel at Hue University of Foreign Languages –
Hue University, friends and students.
First of all, my great sincere thanks would go to my supervisors, Assoc. Prof.
Dr. Truong Vien at Hue University and Assoc. Prof. Dr. Nguyen Ngoc Vu at Ho
Chi Minh City University of Education. They constantly motivated me to complete
this thesis punctually and gave me great advice on how to conduct this doctoral
thesis. I really appreciated their supervision with theoretical background in
cognitive linguistics.
I also owe thanks to Assoc. Prof. Dr. Tran Van Phuoc, Assoc. Prof. Dr. Le
Pham Hoai Huong, Assoc. Prof. Dr. Pham Thi Hong Nhung, Dr. Ton Nu Nhu
Huong, Dr. Truong Bach Le and other academic panelists at University of Foreign
Languages – Hue University for their advice on every single stage of conducting
this doctoral dissertation.
I am very grateful to all the teachers and student participants for their
assistance with participating in this study. Without them, there would have been no
chance for this PhD thesis to be completed.
My appreciation is extended to my family and friends for their support. They
recommended large resources of materials and shared my cheers and stress from
this thesis.
iii
ABBREVIATIONS
CL:
cognitive linguistics
CG:
cognitive group
EFL:
English as a foreign language
ELT:
English language teaching
GPA:
grade point average
ITPC model:
integrated text picture comprehension model
L1:
first language or native language
L2:
second language
LM:
landmark
OALD:
Oxford Advanced Learner’s Dictionary
SD:
standard deviation
SLA:
second language acquisition
T:
total score
TG:
traditional group
TR:
trajectory
iv
TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP ........................................................................... i
ABSTRACT ............................................................................................................ ii
ACKNOWLEDGEMENTS ....................................................................................iii
ABBREVIATIONS ................................................................................................ iv
TABLE OF CONTENTS ........................................................................................ v
LIST OF TABLES ............................................................................................... viii
CHAPTER 1: INTRODUCTION ............................................................................ 1
1.1. Rationale .......................................................................................................... 1
1.2. Research Objectives.......................................................................................... 4
1.3. Research Questions........................................................................................... 4
1.4. Research Scope................................................................................................. 5
1.5. Significance of the Study .................................................................................. 5
1.6. Organization of the Thesis ................................................................................ 5
CHAPTER 2: LITERATURE REVIEW.................................................................. 7
2.1. Approaches in English Language Teaching ...................................................... 7
2.1.1. Contemporary Perspectives in English Language Teaching and Learning ...... 7
2.1.1.1 Interventionist Approach……………………………………………….....…7
2.1.1.2 Non-Interventionist Approach………………………………………………9
2.1.1.3 Integration of Interventionism and Non-Interventionism in EFL Context...10
2.1.2. The Place of CL in ELT ............................................................................... 10
2.2. Theoretical Framework ................................................................................. 13
2.2.1. CL’s Views of English Prepositions ............................................................. 13
2.2.1.1. Spatial Configurations of English Prepositions ......................................... 13
2.2.1.2. The Domain-Mapping Theory................................................................... 15
2.2.1.3. Conceptual Metaphors of English Prepositions ......................................... 16
2.2.2. Image Schema Theory ................................................................................ 19
2.2.2.1. Foundations of Image Schemas ................................................................. 19
2.2.2.2. Demonstrating the Senses of Prepositions with Image Schemas ................ 21
v
2.2.2.3. The Image Schemas Applied in this Study ................................................ 22
2.2.2.4. Incorporating CL into Teaching P
3,00
2,96
3,04
3,24
3,36
SD
,458
,476
,577
,539
,611
,572
,611
,500
,539
,611
,436
,490
Std.
Error
,092
,095
,115
,108
,122
,114
,122
,100
,108
,122
,087
,098
12
95%
Confidence
Interval of the
Difference
Lower Upper
- ,10705
,14705
,14705
,10705
Independent Samples Test
Levene's
Test for
Equality of
Variances
P3.1
P3.2
P3.3
P3.4
P3.5
P3.6
Equal
variances
assumed
Equal
variances
not
assumed
Equal
variances
assumed
Equal
variances
not
assumed
Equal
variances
assumed
Equal
variances
not
assumed
Equal
variances
assumed
Equal
variances
not
assumed
Equal
variances
assumed
Equal
variances
not
assumed
Equal
variances
assumed
Equal
variances
not
assumed
F
,366
,010
,016
1,265
,358
3,282
Sig.
,548
,922
,901
,266
,552
,076
t-test for Equality of Means
t
-,303
df
48
Sig.
(2tailed)
,763
-,303
47,930
,763
-,040
,132
-,306
,226
,253
48
,801
,040
,158
-,277
,357
,253
47,769
,801
,040
,158
-,278
,358
,239
48
,812
,040
,167
-,296
,376
,239
47,788
,812
,040
,167
-,296
,376
,253
48
,801
,040
,158
-,277
,357
,253
46,192
,801
,040
,158
-,278
,358
-,491
48
,626
-,080
,163
-,408
,248
-,491
47,254
,626
-,080
,163
-,408
,248
-,915
48
,365
-,120
,131
-,384
,144
-,915
47,360
,365
-,120
,131
-,384
,144
13
Mean
Diff.
-,040
SD
Error
Diff.
,132
95%
Confidence
Interval of the
Difference
Lower Upper
-,306
,226
Group Statistics
Group
(PART
4)
P4 CG
TG
N
25
25
Mean
3,0533
3,0200
SD
,22423
,24683
SD
Error
Mean
,04485
,04937
Independent Samples Test
Levene's
Test for
Equality of
Variances
P4
F
,054
Equal
variances
assumed
Sig.
,817
Equal
variances
not
assumed
t-test for Equality of Means
t
,500
df
48
Sig.
(2tailed)
,620
,500
47,564
,620
SD
,436
,542
,577
,493
,572
,572
,500
,572
,611
,572
,408
,473
SD
Error
,087
,108
,115
,099
,114
,114
,100
,114
,122
,114
,082
,095
Group Statistics
Group
P4.1 CG
TG
P4.2 CG
TG
P4.3 CG
TG
P4.4 CG
TG
P4.5 CG
TG
P4.6 CG
TG
N
25
25
25
25
25
25
25
25
25
25
25
25
Mean
3,24
3,28
3,00
2,92
2,92
2,92
3,00
2,92
2,96
2,92
3,20
3,16
14
Mean
Difference
,03333
Std. Error
Difference
,06669
,03333
,06669
95%
Confidence
Interval of the
Difference
Lower Upper
- ,16743
,10076
,10080
,16746
Independent Samples Test
Levene's Test
for Equality
of Variances
P4.1
P4.2
P4.3
P4.4
P4.5
P4.6
Equal
variances
assumed
Equal
variances
not
assumed
Equal
variances
assumed
Equal
variances
not
assumed
Equal
variances
assumed
Equal
variances
not
assumed
Equal
variances
assumed
Equal
variances
not
assumed
Equal
variances
assumed
Equal
variances
not
assumed
Equal
variances
assumed
Equal
variances
not
assumed
F
1,865
,043
0,000
1,091
,016
,039
Sig.
,178
,836
1,000
,302
,901
,845
t-test for Equality of Means
t
-,288
df
48
Sig.
(2tailed)
,775
-,288
45,902
,775
-,040
,139
-,320
,240
,527
48
,601
,080
,152
-,225
,385
,527
46,859
,601
,080
,152
-,226
,386
0,000
48
1,000
0,000
,162
-,325
,325
0,000
48,000
1,000
0,000
,162
-,325
,325
,527
48
,601
,080
,152
-,225
,385
,527
47,166
,601
,080
,152
-,226
,386
,239
48
,812
,040
,167
-,296
,376
,239
47,788
,812
,040
,167
-,296
,376
,320
48
,750
,040
,125
-,211
,291
,320
47,008
,750
,040
,125
-,211
,291
15
Mean
Diff.
-,040
SD
Error
Diff.
,139
95%
Confidence
Interval of the
Difference
Lower Upper
-,320
,240
APPENDIX I4: COMPARISON OF TG’S AND CG'S MEAN SCORES:
EXPERIMENTAL RESULTS
Group Statistics
Group
Total
Pretest
N
Mean
SD Error
Mean
SD
CG
25
20,04
2,150
,430
TG
25
20,28
2,151
,430
Spatial
Pretest
CG
Metaphor
Pretest
CG
Total
Posttest
CG
Spatial
posttest
CG
Metaphor
Posttest
CG
25
25
25
25
25
25
25
25
25
25
12,68
12,80
7,36
7,48
27,00
22,36
17,04
13,04
9,96
9,32
2,304
1,958
1,440
1,735
4,243
3,796
2,850
2,371
2,282
3,105
,461
,392
,288
,347
,849
,759
,570
,474
,456
,621
TG
TG
TG
TG
TG
Descriptives
N
ToPr
Minimum
Maximum
2,150
2,151
2,132
2,304
1,958
2,117
1,440
1,735
1,579
4,243
3,796
4,622
2,850
2,371
,430
,430
,302
,461
,392
,299
,288
,347
,223
,849
,759
,654
,570
,474
19,15
19,39
19,55
11,73
11,99
12,14
6,77
6,76
6,97
25,25
20,79
23,37
15,86
12,06
20,93
21,17
20,77
13,63
13,61
13,34
7,95
8,20
7,87
28,75
23,93
25,99
18,22
14,02
17
17
17
8
9
8
5
5
5
19
18
18
13
9
23
23
23
17
16
17
10
13
13
37
33
37
25
19
CG
50
25
15,04
9,96
3,289
2,282
,465
,456
14,11
9,02
15,97
10,90
9
6
25
16
TG
Total
25
50
9,32
9,64
3,105
2,716
,621
,384
8,04
8,87
10,60
10,41
5
5
20
20
Total
CG
TG
Total
MPr
CG
TG
Total
ToPo
CG
TG
Total
SPo
CG
TG
Total
MPo
SD
Error
20,04
20,28
20,16
12,68
12,80
12,74
7,36
7,48
7,42
27,00
22,36
24,68
17,04
13,04
TG
SPr
SD
25
25
50
25
25
50
25
25
50
25
25
50
25
25
CG
Mean
95%
Confidence
Interval for
Mean
Lower Upper
Bound Bound
16