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- 1. Theeffectivenessof multimodalknowledge representationin enhancingmetaphoric competencein thecaseof Englishphrasalverbs Takeshi SATO (Tokyo University of Agriculture & Technology, Japan) Masa‘aki OGURA (Osaka Ohtani University, Japan) Tyler BURDEN (Meisei University, Japan) Presentation for AsiaCALL 2017 on 25th of November @ Ho Chi Minh Open City University, Vietnam
- 2. Main Points Difficult to acquire and use English phrasal verbs (PVs) Developed a computerized material to learn PVs The software facilitated learners’ successful use of PVs especially with figurative meanings
- 3. Overview 1. Literature (Ogura) 2. Software Development (Sato) 3. Research Questions 4. Procedures (Burden) 5. Findings & Discussion 6. Conclusion (Ogura)
- 4. Literature
- 5. Can you understand the meaning of the sentences? Professor Burden went off to get a drink. Professor Burden went off Mr. Sato after an argument.
- 6. Phrasal verbs (PVs) Multiword unit consisting of a verb and a preposition or adverb Both words are polysemic. “[O]ne of the most challenging features of the English language” (Garnier & Schmitt 2016, p.30) Cannot acquire PVs by memorizing as an idiom (Lindstromberg, 2001b) Not only language teachers but also cognitive linguists are interested in PVs (ex. Dirven, 2001; Rice 2003; Rudzka-Ostyn, 2003)
- 7. Complicated semantic network “take over” Take Over (Norbig & Lakoff, 1987) (Tyler & Evans, 2003)
- 9. “go off” 1. explode 2. start making a noise 3. electricity, etc.: not work 4. leave 5. happen 6. become angry 7. food/drink: not fresh 8. become worse 9. stop liking someone/somethi ng 10. begin sleeping (from Macmillan Dictionary) Professor Buden went off to get a drink. (literal meaning) Professor Burden went off Mr. Sato after an argument. (figurative meaning)
- 10. Drawbacks of the dictionary description “on” (Lindstromb erg, 2001) 1. jumbled or fragmented positioning of information 2. lack of attention to metaphor 3. lack of information about paradigmatic semantic contrasts 4. lack of pictorial illustration 5. flawed sense information 6. difficult language 7. omitted usages
- 11. Suggestions to overcome the drawbacks (Lindstromb erg, 2001) 1. pictorial representation of meaning 2. explicit division between literal and metaphorical uses 3. clear division between a preposition and other related prepositions 4. stop treating uses in order of frequency 5. standardization of the organization of entries according to semantic views such as prominent highlighting of succinct rubrics.
- 13. What kind of pictorial aids is required? Take Over (Norbig & Lakoff, 1987) (Tyler & Evans, 2003)
- 14. Process to understand L2 PVs via schema Schema The fire alarm went off this morning The meeting went off well. Prof. Burden went off Mr. Sato after an argument . Prof. Burden always goes off at a tangent Prof. Burden went off to get a drink. Prof. Burden went off with all the money. Relates the senses with each other Metaphoric comptence is crucial for L2 learners (Boers, 2000, Littlemore, 2001)
- 17. How to develop the computer- based material? Displaying the computerized image schemata of the target PVs Showing a prototypical sense first Dividing clearly a verb (particle) into the other related ones
- 18. Stand-alone software for the PVs (available only inWindows OS)
- 19. 1. Matching
- 22. In the classroom
- 25. Our research questions 1. Does the software enhance acquisition of the target PVs? 2. Which sense of the PVs does the software better enhance, literal or figurative meanings? 3. Which PVs are better acquired with the software?
- 27. Procedures 1. 49 college students (technology & economics) participated 2. 1st multiple-choice PV test (20 questions within 10 minutes) with Google Form 3. 1st writing PV test (5 mins) 4. Self-study with the treatments (10 minutes) 5. 2nd multiple-choice/writing PV tests just after the treatment 6. 3rd multiple-choice/writing PV tests after 1 week 7. Analysis (repeated one-way ANOVA & multiple comparison)
- 28. 10Target PVs 3 verbs (break, bring, come) with 5 particles (in, off, on,out, over) Number of the blanks is the rankingfrom PHaVE List (Garnier & Schmitt, 2015) 1. break in 2. break off(145) 3. break out(114) 4. bring in(47) 5. bring on 6. bring out(81) 7. come in(14) 8. come off(132) 9. come out(7) 10. come over(89)
- 29. Questions developed by Google Form All questions extracted from the corpus of TOEIC questions 10 literal + 10 figurative sentences Fill-in-the-blank questions Production task to write as many PV sentences as possible
- 31. Findings
- 32. Total test sores (fill-in- the-blanks) 9.73 12.30 11.99 7.31 9.13 9.87 4.89 5.96 7.75 0 2 4 6 8 10 12 14 pretest posttest delayedtest M+SD M M-SD * *
- 33. Total test sores with literal meanings (fill-in-the- blanks) 6.05 6.99 7.15 4.37 5.12 5.53 2.69 3.26 3.91 0 1 2 3 4 5 6 7 8 pretest posttest delayedtest M+SD M M-SD *
- 34. Total test sores with figurative meanings (fill-in-the- blanks) 4.52 5.80 5.64 3.08 4.18 4.33 1.64 2.57 3.01 0 1 2 3 4 5 6 7 pretest posttest delayedtest M+SD M M-SD * *
- 36. Scores of PVs (figurative meanings) 0 5 10 15 20 25 30 35 40 break in break off break out bring in bring on bring out come in come off come out come over pretest posttest delayed test
- 37. Results of the writing tests No significant difference (Kruskal- Wallis test) p = 0.12, > .05 0.76 1.21 1.10 0.00 0.20 0.40 0.60 0.80 1.00 1.20 1.40 pretest posttest delayedtest
- 38. Answers of our RQs RQ1Does the software enhance the acquisition of the target PVs?: Yes, significant differences between pre test and the other tests. RQ2:Which sense of the PVs does the software better enhance, literal or figurative meanings? It enhanced both meanings, but exerted more positive impact on the figurative meanings RQ3:Which PVs are better acquired with the software? PVs with break are better acquired than bring and come
- 39. Conclusion and limitations Multimodal presentation of PVs enhanced their comprehension. Multimodal PV software improved the comprehension and continued the effect longer especially for figurative meanings Large-scale research required.
- 40. References Boers, F., & Lindstromberg, S. (2008). How cognitive linguistics can foster effective vocabulary teaching. In F. Boers, & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp.1-64). Berlin: Mouton de Gruyter. Dewell, R. B. (1994). Over again: Image-schema transformations in semantic analysis. Cognitive Linguistics, 5(4), 351-380. Garnier, M. & Schmitt, N. (2016). Picking up polysemous phrasal verbs: How many do learners know and what facilitates this knowledge?, System, 59, 29-44. Lakoff, G.(1987) Woman, fire and dangerous thing. Chicago: Chicago University Press. Langacker, R, W.(1987) Foundations of Cognitive Grammar, Volume I,Theoretical Prerequisites. Stanford, California: Stanford University Press. Lindstormberg, S. (2001a). Preposition entries in UK monolingual learner’s dictionaries: Problems and possible solutions. Applied Linguistics 22(1), 79-103. Lindstromberg, S. (2001b). (Sometimes) Against the grain. Humanising Language Teaching Magazine, 3(3). Retrieved 12th of November, 2016 from http://www.hltmag.co.uk/may01/lind.htm NORVIG P., & LAKOFF G. (1987). Taking: A study in lexical network theory, A. Jon, B. Natasha, M. Laura A. & F. Hana (Eds), Proceedings of theThirteenth Annual Meeting of the Berkeley LinguisticsSociety (pp. 195-206). Rudzka-Ostyn, B. (2003). Word power phrasal verbs and compounds: A cognitive approach. Berlin, Germany: Walter de Gruyter. Sato,T., Lai,Y., & Burden,T. (2014). Examining the Impact of Individual Differences of Information Processing Styles inTechnology-Enhanced SecondVocabulary Learning. Proceedings of CLaSIC 2014. p. 432-440. Yoshii,M., & Fraitz, J.(2002). Second Language IncidentalVocabulary Retention:The Effect ofText and Picture AnnotationTypes. CALICO Journal, 20 (1), 33-58. Yeh,Y., & Wang, C. (2003). Effects of MultimediaVocabulary Annotations and learning styles on vocabulary learning. CALICO Journal, 21(1). 131-144.
- 42. ご清聴ありがとうございました Cảm ơn bạn rất nhiều vì đã lắng nghe Thankyouforlistening Takeshi SATO ( tsato@cc.tuat.ac.jp ) Masa’akiOGURA (oguramasa@osaka-ohtani.ac.jp ) Tyler BURDEN (burden.tyler@meisei-u.ac.jp )
Editor's Notes
- As for the first point, this study addresses the phrasal verbs of English (PVs).
- Phrasal verbs are multiword units consisting of verbs and prepositions (or adverbs). This lexical unit has been made interesting not only to language learners but cognitive linguists (González, 2010), because the difficulties manipulating PVs in L2 tasks pays attentions to teachers, while its semantic complexity intrigues the linguists’ interests. Previous cognitive linguistics studies attemped to elucidate their complex semantic netowrks in a consistent manner (ex. Dirven, 2001; Rice 2003; Rudzka-Ostyn, 2003). The difficulty learing PVs is derived from the fact that both a verb and preposition are a polysemous word, which entails several meanings in a form. Linstromberg (2001b) describes the difficulty of learning polyseous words stems from the failure of handling PVs: learners are encouraged to memorize PVs as idioms, but in fact PVs are not idiomatic but .
- Previeous studies especially in the field of Cognitive Linguistics reveal semantic complexity of verbs and particles, which consist of phrasal verbs. For example, Norbig & Lakoff (1987) dipict the semantic network of the verb take as shown in Figure x. This figure shows that take has one prototypical sense, from which the other six senses are derived via different types of extensioin such as semantic role diiferenciation or metaphor. In addition, the senses of over consist of the semantic network extended from a prototypical sense called protoscene as seen in Figure x. Given such complicated semantic network of the words, it would be easy to imagine the difficulty learning PVs by developing semantic network in L2 learners’ mind.
- If L2 learners, for example, use a PV go off, they have to use 10 senses including literal and figurative ones accoring to contexts. In order to do that, they have to develop a semantic network on their minds where all the senses are meaningfully linked with each other. Otherwise they would not use such sentences as “He went off to get a drink” and “He went off her after an argument.”
- Dictionaries have not tackled with the issue where dictionary users should develop an organized semantic network of the polysemoous words such as PVs. Lindstromberg (2001a) also point out the problems of the dictionary description about the word on, and these solutions as seen in Table x. Lindstromberg articulates the dictionaries pay less attention to the positioning of the lack of the devices for learners to understand the process of extension and therefore pictorial prepresentation of the meaning should be added to the verbal information such as indexes and sample sentences. Lindstromberg proposes dictionary should add a conceptual image based on a prototypical sense or protoscene rather than concrete pictures or photos to facilitate metaphorical extension from concrete to figurative sense.
- Such conceptual image to connect figurative with metaphorical senses of a word is called image schema (Lakoff, 1987; Langacker 1987, Dewell 1994, Tyler & Evans, 2003). This schema, which is derived as a result of conceptualization of a prototypical sense of a word, can serve as a medium for L2 learners to realize each sense of a word can be meaningfully organized via the schematic images. The presentation of the image as a one of the glosses of a dictionary, therefore, is expected to facilitate learners’ awareness of metaphorical extension of the meanings via the schma, leading to successful development of the organized semantic network and then to an approximate use of the words according to the contexts and distinguish one word from the other words (Lindstromberg 2001a).
- Dewell (1994) depicts an image schema of over. This conceptual image is originated from a prototypical sense of the word, an object is moving across a space above the other. This image also entails the spacial relation one object is located above the other.
- Dictionary or learning materials as an aggregate of several glosses has long been served as a tool for learning a foreing language (L2). Such representation of the glosses, which integrates verbal with visual glosses, could be made possible by technological functions, such as multimedia devices. Also it brings about positive effects on L2 learning. The first effect is longer knowledge retention. Many studies have conducted experiental research to exmamine whether the multimodal knowledge representation with verbal and visual glosses lead to more successful learning outcomes than a single gloss and then concluded that multimodal representation enhanced longer knowledge retention (e.g. Lindstromberg & Boers 2008, Sato, Lai & Burden 2014, Yoshii & Flaiz, 2002 etc.) . In addition, the use of multimodal L2 materials also facimitates better text comprehension and production of the text including the target knowledge. Our previous studies (Sato, Lai & Burden, 2014) emphasizes that impact of the multimodal referefnce tool to English prepositions, one of the difficult lexical units to learn due to its nature of polysemy.
- In sum, dictionaries has some flaws especially in the description of polysemous words, especially the lack of the glosses for users to organize a semantic newtork where all the senses are cohesively connected via an image schema. Therefore, this study hypothesizes that the representation of the image schemata of PVs with the vebal information will help learners’ organized semantic network, leading to their successful use of the PVs whether the contexts are literal or figurative. In addition, multimodal environment will make the image schema salient not merely one of the glosses of a dictionary, which will upgrade the status of dictionary from a referernce tool to a tool for explicit vocabulary learning.
- We developed an computer-based reference software for the target phrasal verbs. Figure x illustrates an example.
- We developed an computer-based reference software for the target phrasal verbs. Figure x illustrates an example.
- Taking this argument into consideration, this study makes the following research questions. The first is whether schemaic visual gloss could enhance L2 learners’ text comprehension with the target PVs compared with traditional dictional only with verbal glosses. The other is what senses of the target PVs the schematic visual glosses could enhance, literal, figurative, or both.
- Participants 121 undergraduate students participated in this research. They are from the faculty of technology and commerce. This means that they are not specialized in English language studies, and their exposure to English is limited in their language classrooms. Two classes of each university are divided into two groups: control and experimental group. The participants in control group were asked to study target PVs with a paper handout, whereas those in the experimental group used a computer-based dictionary for the target PVs. To check their prior knowledge of the target PVs, a pre test was conducted, consisting twenty four fill-in-the-blank questions. The questions are divided into two parts: 12 sentences with literal senses of the PVs and the other 12 sentences with their figurative senses. They are asked to choose the most appropriate PVs in each sentence from the twelve alternatives. Each sentence is attached to L1 translation. As no feedback was given to the participants after the test, the participants did not know the correct answers of each questions. Then the treatments were given to each group. For the control group, a paper-based PV list were developed. The list consists of verbal information of the target PVs: definitions, core meanings, sample sentences and their L1 translations. For the experimental group, on the other hand, an online PV dictionary was displayed. This dictionary includes the same information as the list for the control group, but the core meanings were depicted by schematic images. As a first practice, users have to choose the most appropriate core images of each verb and preposition. Before displaying the definitions and sample sentences of each PVs, the users have to complete the matching tasks several times. This is for the users to understand each image deeply and distinguish one with the others as Lindstromberg (2001a) proposed as a solution. Then the indexes, sample sentences and its translation are displayed as on a paper list. For the control group, the examinee explained the core meanings of the verb and prepositions, and then asked the participants to learn the PVs by reading the other information. Then the visual images are displayed on the screen installed in each classroom. The online PV dictionary has a function to choose the appropriate verb or particle as seen in Figure x. The examinee asked the participants to choose the most appropriate images from the alternatives. After the practices, the participants are asked to learn the PVs by reading the definitions and sample sentences for the same amount of time as the control group. After the self-study with each treatment, a post test was conducted. Although this test consisted of the same questions as the pretext, their orders were randomized. After the test, all the scores of the tests were statistically analyzed to compare the differences between the tests and groups.
- This study focused on twelve phrasal verbs which consisit of four verbs (give, go, keep) and five particles (in, off, on, out, over). Each word would be quite easy to recognize, but grasping the meanings of the combination of the verb and particle would get its meanings so complicated that L2 learners would feel difficult to use each phrase verbs in appropriate contexts
- As for the result of the post test, however, we could not observe a significant difference between the groups (p = 0.46 > .05).
- Findings The findings is illustrated according to our RQs. The RQ1 considers whether the schematic visual glosses could enhance more accurate use of the target PVs than the paper-based PV list. Considering the result of our empirical research, which showed no significant difference between the groups although so improvement was found in both group. Our answer for the RQ would be no. As for the second RQ, our study illustrated some interesting difference between the handout and application. In terms of the concrete meanings of the target PVs, both paper list and application had a positive impact on choosing the appropriate PVs. In the figurative meanings, on the other hand, only application users had a significantly more learning gains between the pre and post test.
- Conclusions This study examined the potential computer-based dictionary which can highlight the advantage of visual aids, which has been pointed out as a drawback of learning dictionaries. The visual aids of this application were developed to recognize schematic images of each PV and also differentiate their images from each other. We hypothesize that recognition of the images will facilitate better understanding of PVs not only in concrete but also figurative meanings. To verify this hypothesis, a computer-based reference application for learning PVs was developed and then a comparative research was conducted with a paper-based PV list and the application. According to the findings, we found both paper and application can enhance the understanding of the PVs, whereas the application could facilitate users’ metaphorical competence, which is crucial for L2 learners. This also illustrated the possibility of multimodal dictionary as a learning tool: elaborated integration of the glosses will improve learners’ better comprehension of the target words. Of course there exist some limitations for this study. As this research was conducted only with a limited number of Japanese L2 college students, it would be difficult to generalize our conclusion that visual aids under multimodal environment could facilitate learners’ metaphorical competence. Therefore, more large scaled research should be conducted with L2 learners from those from different countries. In addition, some elaboration of verbal description of the dictionary should be made. As Lindstromberg (2001a) suggested, the order of the indexes of the target word be greatly influenced on learners’ successful learning. Although some modification should be required for the future study, this present study showed the prospect of future dictionaries with multimodal environment.