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Image Schemas in Second Language Learning and Instruction: A Case for a Multidisciplinary Approach

Slide 1: Image Schemas in Second Language Learning and Instruction A Case for a Multidisciplinary Approach

Image Schemas in Second Language Learning and Instruction A Case for a Multidisciplinary Approach

Dominik Lukeš, 2004

http://www.bohemica.com

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Slide 2: Presentation outline

Presentation outline

  • Caveats and limitations
  • The questions asked
  • Czech na and its extensions
  • Czech na and learners
  • Native speakers’ imagery
  • Using images to teach
  • Using images to learn

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Slide 3: Caveats and limitations

Caveats and limitations

  • Limited time in presentation to explore full implications (focus on data results and over complete discussion of implications)
  • Work in progress: need for refinement of the research task (particularly work with learners)
  • Role of language of presentation (English / Czech)
  • Sources of data
    • contrastive analysis (textbooks, grammar books, dictionaries)
    • corpus analysis (Czech only)
    • introspective analysis (need for honesty)
    • experimental data from Czech native speakers
    • pedagogical experience (anecdotal evidence from students and teachers)

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Slide 4: Questions asked

Questions asked

  • What is the link between a schematic image (such as may govern our use of preposition) and a specific rich image?
  • Do all native speakers have the same system of image schemas? Do they use similar schemas in similar ways?
  • How is the link between a schematic and a rich images established?
    • In producing sentences
    • In decoding meaning
    • In first language acquisition
    • In second language acquisition

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Slide 5: Czech preposition na

Czech preposition na

  • Core spatial configurations (also used by textbooks)
  • Extended spatial configurations (non-metaphorical)

Line drawings of a ball and a box. The core configurations show a ball resting on top of a box, and a box with a ball to its right and a curved arrow from the ball onto the top of the box. The extended configurations show a ball on the face of a box, several dots on top of a box, a table top on two legs, a ball with an arrow towards a box, one box on top of another, a box on a short stand, a box on a flat plate, and a ball with an arrow towards a flat plate.

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Slide 6: Metaphorical extensions

Metaphorical extensions

  • Spatial configuration (differences in conceptualization)
    • in countries that are islands, peninsulas, archipelagos and Moravia, Slovakia and Ukraine (vs. V/DO – in/into)
    • local places considered on hills (vs. V/DO – in/into)
    • at institutions or public places as institutions (post office, exhibition, opera, university, ministry, disco) (vs. V/DO – in/into)
  • Visual field as space
    • direction of attention (look at, think about, laugh at)
    • wishes (to health, to meeting again)
    • blame (blame on)
  • Covering as cause and effect
    • purpose (shoes for playing football)
    • instruments (car uses petrol, door locks with a lock)
    • cause (die of, make to order, fulfill a wish, about to happen)
    • partial change (mostly as prefix)
    • filling up (only as prefix)
  • Time as space
    • for a period of time (with intention)
    • at events (holidays, vacation, Olympics, competition)

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Slide 7: NA vs. ON

NA vs. ON

  1. Spatial configuration similarities
    • a) on the table, on legs, on the ground, on the wall
  2. Spatial configuration differences
    • a) directionality / locality
    • b) in island countries, at events, at institutions, etc.
    • c) in the tree, in the sky, in the square, in the street, in the garden, in the field, BUT on TV/radio
  3. Space as something else: similarities
    • a) work on, rely on, insist on, on the sly, on order, blame on
  4. Space as something else: differences
    • a) direction of attention
    • b) purpose
    • c) instrument
    • d) events
    • e) intention for a period of time

Uses describing spatial configuration only about 25% of instances in both spoken and written corpus

2a and 2b biggest challenge for learners

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Slide 8: NA and learners of Czech

NA and learners of Czech

  • Beginners learn core meaning and set of exceptions
  • When introduced to schemas and their extensions later, they express desire to have known this from the start
  • When introduced to schemas and extensions as beginners, no immediate jump in proficiency can be observed
  • Hypothesis: native-like fluency can only be achieved when not only lexis and syntax but also conceptualizations can be switched

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Slide 9: Spatial configuration schemas and native speakers

Spatial configuration schemas and native speakers

  • Data collection
    • 15 sentences dealing with spatial configuration
    • 10 with NA and 5 distractors with V/DO (in/into) which are in opposition to NA
  • Two tasks
    • A: draw the meaning of prepositions
    • B: choose which picture best fits the sentence

Four line drawings of a ball and a box: a ball on top of a box; a box with a ball to its right and a curved arrow from the ball onto the top of the box; a box with a ball on its face; and a ball with an arrow pointing into the side of a box.

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Slide 10: Preliminary results

Preliminary results

  • No variability in core spatial meaning
  • Little variability in direction vs. location (mostly caused by motion of trajector within location)
  • Great variability in extended spatial meaning
  • The shape/nature of trajectors and landmarks is important in conceptualization
  • The configuration of trajector and landmark is important
  • The level of schematicity varies by sentence

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Slide 11: Examples of results

Examples of results

Distance between TR and LM reflected

Pencil sketch of a small rectangle beside a larger rectangle, with a curved arrow from the small one to the top of the large one.

Pencil sketch of a short arrow pointing at a simple house.

Pencil sketch of a long arrow pointing at a house with a window.

Choosing either TR or LM is significant

Pencil sketch of a curved arrow ending at the top of a tall rectangle with two dots near its base.

A blue arrow running along a line and then rising to the right.

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Slide 12: Examples of results (cont.)

Examples of results (cont.)

Nature/shape of LM and/or TR matters

A blue spiral inside a circle with a short tail.

Pencil sketch of a round shape with small flower-like marks on a short stem.

Configuration of LM and TR matters

Pencil sketch of boxes stacked in a block.

A blue circle filled with a grid of crossing lines.

Pencil sketch of two houses with wavy lines between them.

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Slide 13: Examples of results (cont.)

Examples of results (cont.)

Different levels of schematicity

A red arrow that bends upwards and then runs right.

Pencil sketch of a small box on a table top with two legs.

Pencil sketch of a line on two short legs with a small dot on top.

Pencil sketch of a small rectangle beside a larger rectangle, with a curved arrow from the small one to the large one.

Pencil sketch of a stick figure standing on a hill.

Pencil sketch of a stick figure holding a small box between two upward arrows.

Pencil sketch of a circle containing a vehicle-like shape.

Pencil sketch of a roof labelled “SKLAD” over two shelf-like stacks.

Knowledge of the world matters

Pencil sketch of a stick figure holding a small box with an arrow towards a large building with a door.

Pencil sketch of an irregular blob beside a vertical line and a target symbol.

Pencil sketch of a small box at the top of a staircase with an arrow running down the steps.

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Slide 14: Preliminary conclusions

Preliminary conclusions

  • Native speakers vary in how they conceptualize metaphorical extensions of core image schemas
  • There is a scale of schematicity and different native speakers rely on images of variable richness when producing/interpreting sentences
  • Native speakers vary in their competence and ability to manipulate image schemas
  • Non-native speakers cannot acquire this through explicit instruction; rather, they must acquire a bank of rich images and (actively) create a set of links to schemas that motivate the use of the preposition

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Slide 15: Advice given to students

Advice given to students

  • Learn the core spatial meaning of each preposition
  • Learn as many different uses of each preposition
  • Create an image for each use based on the core meaning
  • For abstract meanings link elements on both sides of the preposition to the original meaning

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