{
  "title": "Image Schemas in Second Language Learning and Instruction: A Case for a Multidisciplinary Approach",
  "sections": [
    {
      "id": "section-1",
      "title": "Image Schemas in Second Language Learning and Instruction A Case for a Multidisciplinary Approach",
      "level": 2,
      "headingHtml": "Slide 1",
      "html": "<h3>Image Schemas in Second Language Learning and Instruction A Case for a Multidisciplinary Approach</h3><p>Dominik Lukeš, 2004</p><p><a href=\"http://www.bohemica.com\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.bohemica.com</a></p><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=1\">View original slide 1</a></p>"
    },
    {
      "id": "section-2",
      "title": "Presentation outline",
      "level": 2,
      "headingHtml": "Slide 2",
      "html": "<h3>Presentation outline</h3><ul><li>Caveats and limitations</li><li>The questions asked</li><li>Czech <em>na</em> and its extensions</li><li>Czech <em>na</em> and learners</li><li>Native speakers’ imagery</li><li>Using images to teach</li><li>Using images to learn</li></ul><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=2\">View original slide 2</a></p>"
    },
    {
      "id": "section-3",
      "title": "Caveats and limitations",
      "level": 2,
      "headingHtml": "Slide 3",
      "html": "<h3>Caveats and limitations</h3><ul><li>Limited time in presentation to explore full implications (focus on data results and over complete discussion of implications)</li><li>Work in progress: need for refinement of the research task (particularly work with learners)</li><li>Role of language of presentation (English / Czech)</li><li>Sources of data<ul><li>contrastive analysis (textbooks, grammar books, dictionaries)</li><li>corpus analysis (Czech only)</li><li>introspective analysis (need for honesty)</li><li>experimental data from Czech native speakers</li><li>pedagogical experience (anecdotal evidence from students and teachers)</li></ul></li></ul><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=3\">View original slide 3</a></p>"
    },
    {
      "id": "section-4",
      "title": "Questions asked",
      "level": 2,
      "headingHtml": "Slide 4",
      "html": "<h3>Questions asked</h3><ul><li>What is the link between a schematic image (such as may govern our use of preposition) and a specific rich image?</li><li>Do all native speakers have the same system of image schemas? Do they use similar schemas in similar ways?</li><li>How is the link between a schematic and a rich images established?<ul><li>In producing sentences</li><li>In decoding meaning</li><li>In first language acquisition</li><li>In second language acquisition</li></ul></li></ul><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=4\">View original slide 4</a></p>"
    },
    {
      "id": "section-5",
      "title": "Czech preposition na",
      "level": 2,
      "headingHtml": "Slide 5",
      "html": "<h3>Czech preposition <em>na</em></h3><ul><li>Core spatial configurations (also used by textbooks)</li><li>Extended spatial configurations (non-metaphorical)</li></ul><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/page-05.png\" alt=\"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.\" loading=\"lazy\"></p><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=5\">View original slide 5</a></p>"
    },
    {
      "id": "section-6",
      "title": "Metaphorical extensions",
      "level": 2,
      "headingHtml": "Slide 6",
      "html": "<h3>Metaphorical extensions</h3><ul><li>Spatial configuration (differences in conceptualization)<ul><li>in countries that are islands, peninsulas, archipelagos and Moravia, Slovakia and Ukraine (vs. V/DO – in/into)</li><li>local places considered on hills (vs. V/DO – in/into)</li><li>at institutions or public places as institutions (post office, exhibition, opera, university, ministry, disco) (vs. V/DO – in/into)</li></ul></li><li>Visual field as space<ul><li>direction of attention (look at, think about, laugh at)</li><li>wishes (to health, to meeting again)</li><li>blame (blame on)</li></ul></li><li>Covering as cause and effect<ul><li>purpose (shoes for playing football)</li><li>instruments (car uses petrol, door locks with a lock)</li><li>cause (die of, make to order, fulfill a wish, about to happen)</li><li>partial change (mostly as prefix)</li><li>filling up (only as prefix)</li></ul></li><li>Time as space<ul><li>for a period of time (with intention)</li><li>at events (holidays, vacation, Olympics, competition)</li></ul></li></ul><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=6\">View original slide 6</a></p>"
    },
    {
      "id": "section-7",
      "title": "NA vs. ON",
      "level": 2,
      "headingHtml": "Slide 7",
      "html": "<h3>NA vs. ON</h3><ol><li>Spatial configuration similarities<ul><li>a) on the table, on legs, on the ground, on the wall</li></ul></li><li>Spatial configuration differences<ul><li>a) directionality / locality</li><li>b) in island countries, at events, at institutions, etc.</li><li>c) in the tree, in the sky, in the square, in the street, in the garden, in the field, BUT on TV/radio</li></ul></li><li>Space as something else: similarities<ul><li>a) work on, rely on, insist on, on the sly, on order, blame on</li></ul></li><li>Space as something else: differences<ul><li>a) direction of attention</li><li>b) purpose</li><li>c) instrument</li><li>d) events</li><li>e) intention for a period of time</li></ul></li></ol><p>Uses describing spatial configuration only about 25% of instances in both spoken and written corpus</p><p>2a and 2b biggest challenge for learners</p><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=7\">View original slide 7</a></p>"
    },
    {
      "id": "section-8",
      "title": "NA and learners of Czech",
      "level": 2,
      "headingHtml": "Slide 8",
      "html": "<h3>NA and learners of Czech</h3><ul><li>Beginners learn core meaning and set of exceptions</li><li>When introduced to schemas and their extensions later, they express desire to have known this from the start</li><li>When introduced to schemas and extensions as beginners, no immediate jump in proficiency can be observed</li><li>Hypothesis: native-like fluency can only be achieved when not only lexis and syntax but also conceptualizations can be switched</li></ul><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=8\">View original slide 8</a></p>"
    },
    {
      "id": "section-9",
      "title": "Spatial configuration schemas and native speakers",
      "level": 2,
      "headingHtml": "Slide 9",
      "html": "<h3>Spatial configuration schemas and native speakers</h3><ul><li>Data collection<ul><li>15 sentences dealing with spatial configuration</li><li>10 with NA and 5 distractors with V/DO (in/into) which are in opposition to NA</li></ul></li><li>Two tasks<ul><li>A: draw the meaning of prepositions</li><li>B: choose which picture best fits the sentence</li></ul></li></ul><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/page-09.png\" alt=\"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.\" loading=\"lazy\"></p><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=9\">View original slide 9</a></p>"
    },
    {
      "id": "section-10",
      "title": "Preliminary results",
      "level": 2,
      "headingHtml": "Slide 10",
      "html": "<h3>Preliminary results</h3><ul><li>No variability in core spatial meaning</li><li>Little variability in direction vs. location (mostly caused by motion of trajector within location)</li><li>Great variability in extended spatial meaning</li><li>The shape/nature of trajectors and landmarks is important in conceptualization</li><li>The configuration of trajector and landmark is important</li><li>The level of schematicity varies by sentence</li></ul><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=10\">View original slide 10</a></p>"
    },
    {
      "id": "section-11",
      "title": "Examples of results",
      "level": 2,
      "headingHtml": "Slide 11",
      "html": "<h3>Examples of results</h3><p>Distance between TR and LM reflected</p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-e01ba5de3446ad27.png\" alt=\"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.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-2766f19c61c2a759.png\" alt=\"Pencil sketch of a short arrow pointing at a simple house.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-21cbaec90675ca88.png\" alt=\"Pencil sketch of a long arrow pointing at a house with a window.\" loading=\"lazy\"></p><p>Choosing either TR or LM is significant</p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-73e85354b7e4a4b4.png\" alt=\"Pencil sketch of a curved arrow ending at the top of a tall rectangle with two dots near its base.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-37755f53f6b6abc0.png\" alt=\"A blue arrow running along a line and then rising to the right.\" loading=\"lazy\"></p><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=11\">View original slide 11</a></p>"
    },
    {
      "id": "section-12",
      "title": "Examples of results (cont.)",
      "level": 2,
      "headingHtml": "Slide 12",
      "html": "<h3>Examples of results (cont.)</h3><p>Nature/shape of LM and/or TR matters</p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-f6a1b50d8a13725e.png\" alt=\"A blue spiral inside a circle with a short tail.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-83e7cc0b0786fc58.png\" alt=\"Pencil sketch of a round shape with small flower-like marks on a short stem.\" loading=\"lazy\"></p><p>Configuration of LM and TR matters</p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-7df81949492d98ee.png\" alt=\"Pencil sketch of boxes stacked in a block.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-49ea916c59084c0a.png\" alt=\"A blue circle filled with a grid of crossing lines.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-757f0aa56c30dabd.png\" alt=\"Pencil sketch of two houses with wavy lines between them.\" loading=\"lazy\"></p><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=12\">View original slide 12</a></p>"
    },
    {
      "id": "section-13",
      "title": "Examples of results (cont.)",
      "level": 2,
      "headingHtml": "Slide 13",
      "html": "<h3>Examples of results (cont.)</h3><p>Different levels of schematicity</p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-bb9ebfffa2ab95f9.png\" alt=\"A red arrow that bends upwards and then runs right.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-126eb93601b5f8c7.png\" alt=\"Pencil sketch of a small box on a table top with two legs.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-f410b634a0083753.png\" alt=\"Pencil sketch of a line on two short legs with a small dot on top.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-93a21b27e807b0db.png\" alt=\"Pencil sketch of a small rectangle beside a larger rectangle, with a curved arrow from the small one to the large one.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-af421a8407c5c755.png\" alt=\"Pencil sketch of a stick figure standing on a hill.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-344929c9f2731d5d.png\" alt=\"Pencil sketch of a stick figure holding a small box between two upward arrows.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-77bf99d73ab29299.png\" alt=\"Pencil sketch of a circle containing a vehicle-like shape.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-94ec6ce90612778c.png\" alt=\"Pencil sketch of a roof labelled “SKLAD” over two shelf-like stacks.\" loading=\"lazy\"></p><p>Knowledge of the world matters</p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-d609de9f09e95063.png\" alt=\"Pencil sketch of a stick figure holding a small box with an arrow towards a large building with a door.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-46327415d225623d.png\" alt=\"Pencil sketch of an irregular blob beside a vertical line and a target symbol.\" loading=\"lazy\"></p><p><img src=\"/readers/image-schemas-and-second-language-acquisition/media/img-4b1e5d095a37d0ec.png\" alt=\"Pencil sketch of a small box at the top of a staircase with an arrow running down the steps.\" loading=\"lazy\"></p><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=13\">View original slide 13</a></p>"
    },
    {
      "id": "section-14",
      "title": "Preliminary conclusions",
      "level": 2,
      "headingHtml": "Slide 14",
      "html": "<h3>Preliminary conclusions</h3><ul><li>Native speakers vary in how they conceptualize metaphorical extensions of core image schemas</li><li>There is a scale of schematicity and different native speakers rely on images of variable richness when producing/interpreting sentences</li><li>Native speakers vary in their competence and ability to manipulate image schemas</li><li>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</li></ul><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=14\">View original slide 14</a></p>"
    },
    {
      "id": "section-15",
      "title": "Advice given to students",
      "level": 2,
      "headingHtml": "Slide 15",
      "html": "<h3>Advice given to students</h3><ul><li>Learn the core spatial meaning of each preposition</li><li>Learn as many different uses of each preposition</li><li>Create an image for each use based on the core meaning</li><li>For abstract meanings link elements on both sides of the preposition to the original meaning</li></ul><p><a href=\"/image-schemas-and-second-language-acquisition?mode=originals&amp;page=15\">View original slide 15</a></p>"
    }
  ],
  "pages": [
    {
      "number": 1,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-01.png",
      "text": "Image Schemas in Second Language Learning and Instruction A Case for a Multidisciplinary Approach\nDominik Lukeš, 2004\nhttp://www.bohemica.com"
    },
    {
      "number": 2,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-02.png",
      "text": "Presentation outline\nCaveats and limitations\nThe questions asked\nCzech na and its extensions\nCzech na and learners\nNative speakers’ imagery\nUsing images to teach\nUsing images to learn"
    },
    {
      "number": 3,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-03.png",
      "text": "Caveats and limitations\nLimited time in presentation to explore full implications (focus on data results and over complete discussion of implications)\nWork in progress: need for refinement of the research task (particularly work with learners)\nRole of language of presentation (English / Czech)\nSources of data\ncontrastive analysis (textbooks, grammar books, dictionaries)\ncorpus analysis (Czech only)\nintrospective analysis (need for honesty)\nexperimental data from Czech native speakers\npedagogical experience (anecdotal evidence from students and teachers)"
    },
    {
      "number": 4,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-04.png",
      "text": "Questions asked\nWhat is the link between a schematic image (such as may govern our use of preposition) and a specific rich image?\nDo all native speakers have the same system of image schemas? Do they use similar schemas in similar ways?\nHow is the link between a schematic and a rich images established?\nIn producing sentences\nIn decoding meaning\nIn first language acquisition\nIn second language acquisition"
    },
    {
      "number": 5,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-05.png",
      "text": "Czech preposition na\nCore spatial configurations (also used by textbooks)\nExtended spatial configurations (non-metaphorical)"
    },
    {
      "number": 6,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-06.png",
      "text": "Metaphorical extensions\nSpatial configuration (differences in conceptualization)\nin countries that are islands, peninsulas, archipelagos and Moravia, Slovakia and Ukraine (vs. V/DO – in/into)\nlocal places considered on hills (vs. V/DO – in/into)\nat institutions or public places as institutions (post office, exhibition, opera, university, ministry, disco) (vs. V/DO – in/into)\nVisual field as space\ndirection of attention (look at, think about, laugh at)\nwishes (to health, to meeting again)\nblame (blame on)\nCovering as cause and effect\npurpose (shoes for playing football)\ninstruments (car uses petrol, door locks with a lock)\ncause (die of, make to order, fulfill a wish, about to happen)\npartial change (mostly as prefix)\nfilling up (only as prefix)\nTime as space\nfor a period of time (with intention)\nat events (holidays, vacation, Olympics, competition)"
    },
    {
      "number": 7,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-07.png",
      "text": "NA vs. ON\n1. Spatial configuration similarities\na) on the table, on legs, on the ground, on the wall\n2. Spatial configuration differences\na) directionality / locality\nb) in island countries, at events, at institutions, etc.\nc) in the tree, in the sky, in the square, in the street, in the garden, in the field, BUT on TV/radio\n3. Space as something else: similarities\na) work on, rely on, insist on, on the sly, on order, blame on\n4. Space as something else: differences\na) direction of attention\nb) purpose\nc) instrument\nd) events\ne) intention for a period of time\nUses describing spatial configuration only about 25% of instances in both spoken and written corpus\n2a and 2b biggest challenge for learners"
    },
    {
      "number": 8,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-08.png",
      "text": "NA and learners of Czech\nBeginners learn core meaning and set of exceptions\nWhen introduced to schemas and their extensions later, they express desire to have known this from the start\nWhen introduced to schemas and extensions as beginners, no immediate jump in proficiency can be observed\nHypothesis: native-like fluency can only be achieved when not only lexis and syntax but also conceptualizations can be switched"
    },
    {
      "number": 9,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-09.png",
      "text": "Spatial configuration schemas and native speakers\nData collection\n15 sentences dealing with spatial configuration\n10 with NA and 5 distractors with V/DO (in/into) which are in opposition to NA\nTwo tasks\nA: draw the meaning of prepositions\nB: choose which picture best fits the sentence"
    },
    {
      "number": 10,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-10.png",
      "text": "Preliminary results\nNo variability in core spatial meaning\nLittle variability in direction vs. location (mostly caused by motion of trajector within location)\nGreat variability in extended spatial meaning\nThe shape/nature of trajectors and landmarks is important in conceptualization\nThe configuration of trajector and landmark is important\nThe level of schematicity varies by sentence"
    },
    {
      "number": 11,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-11.png",
      "text": "Examples of results\nDistance between TR and LM reflected\nChoosing either TR or LM is significant"
    },
    {
      "number": 12,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-12.png",
      "text": "Examples of results (cont.)\nNature/shape of LM and/or TR matters\nConfiguration of LM and TR matters"
    },
    {
      "number": 13,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-13.png",
      "text": "Examples of results (cont.)\nDifferent levels of schematicity\nKnowledge of the world matters"
    },
    {
      "number": 14,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-14.png",
      "text": "Preliminary conclusions\nNative speakers vary in how they conceptualize metaphorical extensions of core image schemas\nThere is a scale of schematicity and different native speakers rely on images of variable richness when producing/interpreting sentences\nNative speakers vary in their competence and ability to manipulate image schemas\nNon-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"
    },
    {
      "number": 15,
      "image": "/readers/image-schemas-and-second-language-acquisition/pages/page-15.png",
      "text": "Advice given to students\nLearn the core spatial meaning of each preposition\nLearn as many different uses of each preposition\nCreate an image for each use based on the core meaning\nFor abstract meanings link elements on both sides of the preposition to the original meaning"
    }
  ],
  "pageKind": "PowerPoint slides rendered with LibreOffice"
}