Unlearning the boundary-crossing constraint: processing instruction and the acquisition of motion event construal
Unlearning the boundary-crossing constraint: processing instruction and the acquisition of motion event construal
复制标题
忘记跨越边界的约束：处理指令和获取运动事件解释
DOI：
10.1515/iral-2020-0147
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
J. Treffers
中科院分区：
文献类型：
--
作者：
Jacqueline Laws;A. Attwood;J. Treffers
摘要本研究旨在探讨教学对英语作为第二语言学习者运动事件联想习得的影响。动词框架第一语言的学习者面临的挑战是，他们需要“忘记”跨越边界的限制，并合并主要动词中的方式和运动，就像她跑进银行一样，然而，关于如何教授这一领域的研究很少。我们使用三种实验处理来评估讲故事生产性任务的表现，包括1）基于加工指令原则的仅输入方法，2）组合输入和输出训练和3）仅关于目标结构的明确信息。研究结果表明，跨边界结构的表达方式可以教和学习效果推广到非跨边界结构不包括在培训材料。只输入指令的有效性持续了两个星期的时间，并积极比较输入+输出教学包。
Abstract This study explores the effects of instruction on the acquisition of motion event construal among learners of English as a second language. The challenge for learners with Verb-framed first languages is that they need to ‘unlearn’ the boundary-crossing constraint and conflate manner and motion in the main verb, as in she ran into the bank, however, there is little research on how this domain can be taught. We evaluate performance on story-telling productive tasks using three experimental treatments involving 1) an input-only approach based on the principles of Processing Instruction, 2) combined input and output training and 3) explicit information only about the target construction. The findings show that boundary-crossing constructions expressing manner can be taught and learning effects generalised to non-boundary-crossing structures not included in the training material. The effectiveness of input-only instruction persists over a two-week period, and compares positively with that of an input+output teaching package.
影响因子：
4.4
作者：
Norris, JM;Ortega, L
通讯作者：
Ortega, L