Additionally, potential relationships were explored between participants’ metaphorical preposition uses, and aspects of language experience collected by means of a language background questionnaire. Interrelationships between L1 influence and the incorporation of L2 English patterns were identified in learners’ interlanguage collocations, and were compared across proficiencies. The study explored patterns and changes in metaphorical preposition use across groups within the two construction types of interest, illuminating trends inĬonventionality, as well as persistence and changes in metaphorical conceptualizations across proficiencies (“trajectories”). From a syntax and semantics perspective, both PP-copula and PP-prepV constructions were be deemed to pose difficulties to learners, but to different extents and in relation to several phenomena such as knowledge of conventionality, potential metaphorical conceptualizations, and L1 influence. Participants included learners of English with L1 Spanish ranging from low intermediate to advanced proficiencies, as well as English native speakers as a comparison group. The two types of metaphorical constructions focused upon in the study were prepositional phrases complementing the copula (PP-copula constructions) and prepositional phrases complementing prepositional Extents to which participants may have engaged in spatial thinking while using prepositions metaphorically were also explored through the design of a spatial priming task. This dissertation included a mixed methods and cross-sectional design, where instances of preposition use within two types of metaphorical constructions were explored by means of a semi-structured interview. While it is acknowledged that prepositions are difficult for L2 learners, more or less difficulty in learning metaphorical collocations of prepositions within specific prepositional phrases has scarcely been researched, for which this study attempted to provide an initial understanding. Studies in Second Language Acquisition (SLA) has thus far described learner usage of metaphorical prepositions as “errors”, without placing much detailed attention upon the lexical, conceptual and contextual nuances that may impinge on their uses.įurthermore, scarce attention to the value of learners’ semantic and conceptual patterns in preposition phrasal collocations has led to ineffective memorization-driven instruction. Difficulties relate to the complex distributional patterns of prepositions in discourse, namely, the variety of collocations requiring their use, as well as cross-linguistic differences both at the structural and conceptual levels. Learning to use prepositions in English as a second language (L2) has been widelyĪcknowledged to pose significant difficulties to learners, especially within metaphorical contexts. The results suggest lines of enquiry with respect to treatment of PVs in contexts of instructed L2 acquisition. These results suggest that any psychologically real PV compositionality in terms of imageability tends to be weakly accessible to native-speakers engaged in off-line reflection. Literality, measured by two kinds of ratings, emerged as a much stronger predictor. Results of multiple linear regression analysis indicate that for native-speakers about 13% of PV imageability is attributable to CW imageability. Key data are meaning-specific imageability ratings of these PVs and their CWs. The premise is that a PV cannot be wholly compositional if its imageability differs greatly from the imageability of its constituent words (CWs). This article reports a novel empirical study of the compositionality of PVs which makes use of published and newly collected subjective ratings of lexeme “imageability” (i.e., the extent to which a lexeme evokes mental imagery). Much of this discussion relates to evidence that many learners of English as an additional language (L2) find PVs particularly difficult to acquire. There has been considerable discussion about the degree to which English phrasal verbs (PVs) tend to be semantically “compositional” or “non-idiomatic” versus “non-compositional” or “idiomatic”. MHRA 'PREPO', All Acronyms, 22 February 2023, Bluebook All Acronyms, PREPO (Feb. PREPO, All Acronyms, viewed February 22, 2023, MLA All Acronyms. Retrieved February 22, 2023, from Chicago All Acronyms. Facebook Twitter Linkedin Quote Copy APA All Acronyms.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |