# Image Schemas in Second Language Learning and Instruction: A Case for a Multidisciplinary Approach Canonical page: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition - SlideShare title: Image Schemas and Second Language Acquisition - Talk date: Not established - SlideShare upload: 2007-08-18 (upload date, not the delivery date) - Event: Not established - Place: Not established - Topics: Language & meaning - Language: en - Slides in the original listing: 15 - Coverage: Full text of all 15 slides, each paired with its original slide image (slide N is section N). - Original listing: https://www.slideshare.net/slideshow/image-schemas-and-second-language-acquisition/93688 - Cover image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-01.png - Reader data (JSON): https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/presentation.json - TalkWeaver package (outline and images, ZIP): https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition/image-schemas-and-second-language-acquisition-talkweaver.zip - TalkWeaver outline: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition/talkweaver/image-schemas-and-second-language-acquisition-outline.md ## Slide 1: Image Schemas in Second Language Learning and Instruction A Case for a Multidisciplinary Approach Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-1 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-01.png Dominik Lukeš, 2004 ## Slide 2: Presentation outline Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-2 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-02.png - 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 ## Slide 3: Caveats and limitations Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-3 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-03.png - 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) ## Slide 4: Questions asked Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-4 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-04.png - 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 ## Slide 5: Czech preposition na Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-5 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-05.png - 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.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/page-05.png) ## Slide 6: Metaphorical extensions Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-6 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-06.png - 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) ## Slide 7: NA vs. ON Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-7 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-07.png 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 ## Slide 8: NA and learners of Czech Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-8 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-08.png - 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 ## Slide 9: Spatial configuration schemas and native speakers Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-9 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-09.png - 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.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/page-09.png) ## Slide 10: Preliminary results Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-10 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-10.png - 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 ## Slide 11: Examples of results Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-11 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-11.png 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.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-e01ba5de3446ad27.png) ![Pencil sketch of a short arrow pointing at a simple house.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-2766f19c61c2a759.png) ![Pencil sketch of a long arrow pointing at a house with a window.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-21cbaec90675ca88.png) 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.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-73e85354b7e4a4b4.png) ![A blue arrow running along a line and then rising to the right.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-37755f53f6b6abc0.png) ## Slide 12: Examples of results (cont.) Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-12 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-12.png Nature/shape of LM and/or TR matters ![A blue spiral inside a circle with a short tail.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-f6a1b50d8a13725e.png) ![Pencil sketch of a round shape with small flower-like marks on a short stem.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-83e7cc0b0786fc58.png) Configuration of LM and TR matters ![Pencil sketch of boxes stacked in a block.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-7df81949492d98ee.png) ![A blue circle filled with a grid of crossing lines.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-49ea916c59084c0a.png) ![Pencil sketch of two houses with wavy lines between them.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-757f0aa56c30dabd.png) ## Slide 13: Examples of results (cont.) Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-13 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-13.png Different levels of schematicity ![A red arrow that bends upwards and then runs right.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-bb9ebfffa2ab95f9.png) ![Pencil sketch of a small box on a table top with two legs.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-126eb93601b5f8c7.png) ![Pencil sketch of a line on two short legs with a small dot on top.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-f410b634a0083753.png) ![Pencil sketch of a small rectangle beside a larger rectangle, with a curved arrow from the small one to the large one.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-93a21b27e807b0db.png) ![Pencil sketch of a stick figure standing on a hill.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-af421a8407c5c755.png) ![Pencil sketch of a stick figure holding a small box between two upward arrows.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-344929c9f2731d5d.png) ![Pencil sketch of a circle containing a vehicle-like shape.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-77bf99d73ab29299.png) ![Pencil sketch of a roof labelled “SKLAD” over two shelf-like stacks.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-94ec6ce90612778c.png) 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.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-d609de9f09e95063.png) ![Pencil sketch of an irregular blob beside a vertical line and a target symbol.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-46327415d225623d.png) ![Pencil sketch of a small box at the top of a staircase with an arrow running down the steps.](https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/media/img-4b1e5d095a37d0ec.png) ## Slide 14: Preliminary conclusions Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-14 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-14.png - 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 ## Slide 15: Advice given to students Cite: https://slides.dominiklukes.net/image-schemas-and-second-language-acquisition#section-15 · Original slide image: https://slides.dominiklukes.net/readers/image-schemas-and-second-language-acquisition/pages/page-15.png - 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 Collections: [Teaching and learning](https://slides.dominiklukes.net/?collection=teaching), [Linguistics, metaphor and cognition](https://slides.dominiklukes.net/?collection=linguistics), [Czech language and grammar](https://slides.dominiklukes.net/?collection=czech)