---
title: "Image Schemas in Second Language Learning and Instruction"
subtitle: "A Case for a Multidisciplinary Approach"
author: "Dominik Lukeš"
date: "2004"
outline_version: 2
auto_title_slide: false
auto_thanks_slide: false
---

## Image Schemas in Second Language Learning and Instruction A Case for a Multidisciplinary Approach
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Dominik Lukeš, 2004

[http://www.bohemica.com](http://www.bohemica.com)

## Presentation outline
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- 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

## Caveats and limitations
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- 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)

## Questions asked
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- 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

## Czech preposition *na*
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- 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.](assets/pages/page-05.png)

## Metaphorical extensions
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- 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)

## NA vs. ON
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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

## NA and learners of Czech
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- 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

## Spatial configuration schemas and native speakers
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- 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.](assets/pages/page-09.png)

## Preliminary results
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- 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

## Examples of results
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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.](assets/media/img-e01ba5de3446ad27.png)

![Pencil sketch of a short arrow pointing at a simple house.](assets/media/img-2766f19c61c2a759.png)

![Pencil sketch of a long arrow pointing at a house with a window.](assets/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.](assets/media/img-73e85354b7e4a4b4.png)

![A blue arrow running along a line and then rising to the right.](assets/media/img-37755f53f6b6abc0.png)

## Examples of results (cont.)
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Nature/shape of LM and/or TR matters

![A blue spiral inside a circle with a short tail.](assets/media/img-f6a1b50d8a13725e.png)

![Pencil sketch of a round shape with small flower-like marks on a short stem.](assets/media/img-83e7cc0b0786fc58.png)

Configuration of LM and TR matters

![Pencil sketch of boxes stacked in a block.](assets/media/img-7df81949492d98ee.png)

![A blue circle filled with a grid of crossing lines.](assets/media/img-49ea916c59084c0a.png)

![Pencil sketch of two houses with wavy lines between them.](assets/media/img-757f0aa56c30dabd.png)

## Examples of results (cont.)
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Different levels of schematicity

![A red arrow that bends upwards and then runs right.](assets/media/img-bb9ebfffa2ab95f9.png)

![Pencil sketch of a small box on a table top with two legs.](assets/media/img-126eb93601b5f8c7.png)

![Pencil sketch of a line on two short legs with a small dot on top.](assets/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.](assets/media/img-93a21b27e807b0db.png)

![Pencil sketch of a stick figure standing on a hill.](assets/media/img-af421a8407c5c755.png)

![Pencil sketch of a stick figure holding a small box between two upward arrows.](assets/media/img-344929c9f2731d5d.png)

![Pencil sketch of a circle containing a vehicle-like shape.](assets/media/img-77bf99d73ab29299.png)

![Pencil sketch of a roof labelled “SKLAD” over two shelf-like stacks.](assets/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.](assets/media/img-d609de9f09e95063.png)

![Pencil sketch of an irregular blob beside a vertical line and a target symbol.](assets/media/img-46327415d225623d.png)

![Pencil sketch of a small box at the top of a staircase with an arrow running down the steps.](assets/media/img-4b1e5d095a37d0ec.png)

## Preliminary conclusions
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- 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

## Advice given to students
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- 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