Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Skip to main content
SpringerLink
Log in

Incorporating Embodied Learning Activities into the Instruction of will and be going to

融入體現式學習活動於will 及be going to 的教學

  • Original Paper
  • Published:
English Teaching & Learning Aims and scope Submit manuscript

Abstract

The aim of this quasi-experimental classroom study is twofold: to explore the effects of embodied teaching grounded in Cognitive Linguistics analyses and traditional teaching that relies on rules on learning the semantic distinctions between two future forms in English, namely will and be going to (BGT) and to evaluate participants’ perception of the embodied teaching they receive. Adult English as a foreign language (EFL) learners taking a Business English course at an English language institute in Jakarta (N = 39) from three intact classes were assigned to two experimental groups (embodied and traditional) and a control group. The embodied group (EG) received instruction employing learners’ bodies and eyes, whereas the traditional group (TG) received teaching in the form of verbal rules. A pre-test, an immediate post-test, and a delayed post-test in the form of gap-filling were administered. The embodied group’s perception of the embodied teaching was explored by means of open-ended questions. ANOVA analyses revealed that the EG outperformed the other two groups at the post-tests. The qualitative data showed that the embodied teaching was strongly favored by the EG. These findings offer insights into the role of embodied learning activities in second language learning and teaching.

摘要

這項準實驗課室研究有兩個目的：其一是探討奠基於認知語言學分析的體現式教學和依賴規則的傳統教學對於學習英語的兩種未來式即will和be going to (BGT)語意區別的影響，其二是評量受試者對他們所接受的體現式教學的看法。在雅加達一家英語學院修習商務英語課程的成人EFL學習者(N = 39)，他們來自三個完整的班級，被分配到兩個實驗組（體現式和傳統式）以及一個對照組。體現組(EG)透過學習者的肢體和眼睛來接受教學，傳統組(TG)則透過口頭規則的形式來接受教學。他們接受了前測、即時後測和以填空形式進行的延宕後測。體現組對於體現教學的看法則是透過開放式問題來探詢。ANOVA分析結果顯示，體現組在後測的表現優於其他兩組。質性數據顯示體現教學受到EG組的強烈青睞。這些結果為體現式教學活動在第二語言學習和教學中所扮演的角色提供進一步的了解。

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8
Fig. 9

Similar content being viewed by others

Data Availability

Not applicable.

References

  • Asher, J. J. (1969). The total physical response approach to second language learning. Modern Language Journal, 53(1), 3–17.

    Google Scholar 

  • Azar, B. S., & Hagen, S. A. (2015). Understanding and using English grammar (5th ed.). Pearson.

    Google Scholar 

  • Bardovi-Harlig, K. (2002). A new starting point? Investigating formulaic use and input. Studies in Second Language Acquisition, 24, 189–198.

    Article  Google Scholar 

  • Bardovi-Harlig, K. (2004). Monopolizing the future (p. 4). EuroSLA yearbook.

    Google Scholar 

  • Bielak, J., & Pawlak, M. (2011). Teaching English tense and aspect with the help of cognitive grammar: An empirical study. Studies in Second Language Learning and Teaching, 1(3), 365–400.

    Article  Google Scholar 

  • Boers, F. (2021). Evaluating second language vocabulary and grammar instruction: A synthesis of the research on teaching words, phrases, and patterns. Routledge.

    Book  Google Scholar 

  • Bokosmaty, S., Mavilidi, M. F., & Paas, F. (2017). Making versus observing manipulations of geometric properties of triangles to learn geometry using dynamic geometry software. Computers & Education, 113, 313–326.

    Article  Google Scholar 

  • Brisard, F. (2001). Be going to: An exercise in grounding. Journal of Linguistics, 37(2), 251–285.

    Article  Google Scholar 

  • Dolgova Jacobsen, N. (2018). The best of both worlds: Combining cognitive linguistics and pedagogic tasks to teach English conditionals. Applied Linguistics, 39(5), 668–693.

    Google Scholar 

  • Eastwood, J. (2002). Oxford Guide to English Grammar. Oxford University Press.

    Google Scholar 

  • Giovanelli, M. (2015). Teaching grammar, structure, and meaning Exploring theory and practice for post-16 English Language teachers. Routledge.

    Google Scholar 

  • Grant, D., Hudson, J., & McLarty, R. (2009). Business Result: Pre-intermediate. Oxford University Press.

    Google Scholar 

  • Glenberg, A. M., & Kaschak, M. P. (2002). Grounding language in action. Psychonomic Bulletin & Review, 9(3), 558–565.

    Article  Google Scholar 

  • Holme, R. (2012). Cognitive linguistics and the second language classroom. TESOL Quarterly, 46(1), 6–29.

    Article  Google Scholar 

  • Hung, B. P., Truong, V., & Nguyen, N. V. (2018). Students’ responses to CL-based teaching of English prepositions. Eurasian Journal of Educational Research, 73, 41–58. https://doi.org/10.14689/ejer.2018.73.3

    Article  Google Scholar 

  • Janzen Ulbricht, N. (2020). The embodied teaching of spatial terms: gestures mapped to morphemes improve learning. In Frontiers in Education, 5 (109), 1–13. https://doi.org/10.3389/feduc.2020.00109

  • Korbach, A., Ginns, P., Brünken, R., & Park, B. (2020). Should learners use their hands for learning? Results from an eye-tracking study. Journal of Computer Assisted Learning, 36(1), 102–113.

    Article  Google Scholar 

  • Kosmas, P. (2017). Online sharing of knowledge among in-service teachers for professional development purposes. In Proceedings of the 2017 9th International Conference on Education Technology and Computer, (pp. 162–166)

  • Kosmas, P., & Zaphiris, P. (2020). Words in action: Investigating students’ language acquisition and emotional performance through embodied learning. Innovation in Language Learning and Teaching, 14(4), 317–332.

    Article  Google Scholar 

  • Lan, Y. J., Chen, N. S., Li, P., & Grant, S. (2015). Embodied cognition and language learning in virtual environments. Educational Technology Research and Development, 63, 639–644.

    Article  Google Scholar 

  • Lapaire, J. (2007). The meaning of meaningless grams—or emptiness revisited. In W. Oleksy & P. Stalmaszczyk (Eds.), Cognitive approaches to language and linguistic data (pp. 241–258). Peter Lang.

    Google Scholar 

  • Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Language Teaching, 48(2), 263–280.

    Article  Google Scholar 

  • Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching. Springer.

    Book  Google Scholar 

  • Macedonia, M., & Mueller, K. (2016). Exploring the neural representation of novel words learned through enactment in a word recognition task. Frontiers in Psychology, 7, 953.

    Article  Google Scholar 

  • Macedonia, M., Repetto, C., Ischebeck, A., & Mueller, K. (2019). Depth of encoding through observed gestures in foreign language word learning. Frontiers in Psychology, 10, 33.

    Article  Google Scholar 

  • Mackey, A., & Gass, S. M. (2022). Second language research: Methodology and design. Routledge.

    Google Scholar 

  • Mossman, S. (2009). Production of future forms by L2 English learners. Unpublished master’s thesis. The University of Texas at El Paso

  • Murphy, R. (2019). English Grammar in Use (5th ed.). Cambridge University Press.

    Google Scholar 

  • Nassaji, H., & Fotos, S. S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge.

    Book  Google Scholar 

  • Pan, M. X., & Hu, G. (2022). Effectiveness of a CL-informed approach to English preposition acquisition by young Chinese learners. Cognitive Linguistic Studies, 9(1), 87–109.

    Article  Google Scholar 

  • Schmidt, M., Benzing, V., Wallman-Jones, A., Mavilidi, M. F., Lubans, D. R., & Paas, F. (2019). Embodied learning in the classroom: Effects on primary school children’s attention and foreign language vocabulary learning. Psychology of Sport and Exercise, 43, 45–54.

    Article  Google Scholar 

  • Skulmowski, A., & Rey, G. D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3(1), 1–10.

    Google Scholar 

  • Sprang, K. A. (2003). Vocabulary acquisition and advanced learners: The role of grammaticization and conceptual organization in the acquisition of German verbs with inseparable prefixes. Doctoral dissertation, Georgetown University

  • Stein, P. (2000). Rethinking resources in the ESL classroom: Rethinking resources: Multimodal pedagogies in the ESL classroom. TESOL Quarterly, 34(2), 333–336.

    Article  Google Scholar 

  • Suñer, F., & Roche, J. (2021). Embodiment in concept-based L2 grammar teaching: The case of German light verb constructions. International Review of Applied Linguistics in Language Teaching, 59(3), 421–447.

    Article  Google Scholar 

  • Sweetser, E. (1990). From etymology to pragmatics: Metaphorical and cultural aspects of semantic structure. Cambridge University Press.

    Book  Google Scholar 

  • Szmrecsanyi, B. (2003). Be going to versus will/shall: Does syntax matter? Journal of English Linguistics, 31(4), 295–323.

    Article  Google Scholar 

  • Tyler, A. (2012). Cognitive linguistics and second language learning: Theoretical basics and experimental evidence. Routledge.

    Book  Google Scholar 

  • Tyler, A., & Huang, L. (Eds.). (2018). What is applied cognitive linguistics?: Answers from current SLA research. Walter de Gruyter.

    Google Scholar 

  • Tyler, A., & Jan, H. (2017). Be going to and will: Talking about the future using embodied experience. Language and Cognition, 9(3), 412–445.

    Article  Google Scholar 

  • Tyler, A., Mueller, C. M., & Ho, V. (2010). Applying cognitive linguistics to instructed L2 learning: The English modals. AILA Review, 23(1), 30–49.

    Article  Google Scholar 

  • Wijaya, D., & Hidarto, A. (2018). The effects of cognitive grammar-grounded instruction and formal-traditional grammar instruction on learning simple past and past perfect. Journal of Asia TEFL, 15(4), 915.

  • Wijaya, D., & Ong, G. (2018). Applying Cognitive Linguistics to teaching English prepositions in the EFL classroom. Indonesian Journal of Applied Linguistics, 8(1), 1-10.

  • Wong, M. H. I., Zhao, H., & MacWhinney, B. (2018). A cognitive linguistics application for second language pedagogy: The English preposition tutor. Language Learning, 68(2), 438–468.

    Article  Google Scholar 

Download references

Acknowledgements

We thank the editor and the anonymous reviewers for their extremely helpful feedback, comments, and questions. Any remaining errors are our own.

Author information

Authors and Affiliations

  1. School of Languages and Cultures, The University of Queensland, Brisbane, Australia

    David Wijaya

  2. UPH College, Lippo Village, Indonesia

    Jovita Gianina

Authors
  1. David Wijaya
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jovita Gianina
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

David conceptualized the study design, provided critical feedback on the development of the research instruments (i.e., the teaching materials, tests, interview questions), analyzed and interpreted the data, wrote the manuscript except the methodology section, reviewed the methodology section, and revised the manuscript as requested by the editors and reviewers. Jovita developed the research instruments, conducted the experiment (i.e., the teaching), collected the data, and wrote the methodology section.

Corresponding author

Correspondence to David Wijaya.

Ethics declarations

Ethical Approval

Not applicable.

Competing Interests

The authors declare no competing interests.

Appendix. Sample of the gap filling test

Appendix. Sample of the gap filling test

  1. 1.

    Karen: Are you busy on Saturday night? I’ve got front-row seats for the baseball game.

    Bobby: Actually, I __________ (attend) my friend’s wedding in the afternoon, but I __________ (let) you know if I can go with you.

  2. 2.

    Michael: We __________ (be) out for dinner tonight. Do you want to join us?

    Sue: Sure. I __________ (go) with you.

  3. 3.

    Tim: I’m going to MrCafe. I __________ (get) a Frappucino. Care to join me?

Melissa: I’m cutting on my caffeine intake. Sorry, I __________ (not go) there.

(25 more items of similar structure).

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Wijaya, D., Gianina, J. Incorporating Embodied Learning Activities into the Instruction of will and be going to. English Teaching & Learning 48, 417–438 (2024). https://doi.org/10.1007/s42321-022-00136-3

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s42321-022-00136-3

Keywords

關鍵詞

Search

Navigation