Usage-based cognitive semantics in L2 collocation: A microgenetic analysis of EFL students' collocational knowledge
Open Access
- Author:
- Tsai, Mei-hsing
- Graduate Program:
- Applied Linguistics
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 19, 2014
- Committee Members:
- James Lantolf, Dissertation Advisor/Co-Advisor
Celeste S Kinginger, Committee Member
Xiaofei Lu, Committee Member
Matthew Edward Poehner, Committee Member - Keywords:
- L2 collocation
cognitive semantics
sociocultural theory
concept-based instruction
EFL - Abstract:
- This dissertation project seeks to offer an alternative approach to connecting form-meaning relationships of L2 verb-noun collocations whereby the two are not arbitrary, as are conventionally discussed in formal linguistics, but can be integrated as a unified entity from a cognitive and sociocultral perspective. L2 collocations have been recognized as posing difficulties for L2 adult learners. The present study derived from cognitive semantics and sociocultural theory proposes the practice of semantics of thought – the conceptualization process based word meanings. This study argues that verb meanings provide an orientating basis for conceptualizing a verb-noun collocation event. By learning the conceptual meanings of the target verbs (i.e., make, do, take, get and have) via the SCOBAs (Schemas for the Orienting Basis of Action) and forming a semantics of thought, L2 speakers can pay more attention to the relationship between the linguistic form and the conceptualization of the collocation event derived from the verb’s meaning. Grounded in Vygotsky’s developmental education, this research recruited seven EFL undergraduate students and then involved them in a six-week pedagogical program. This study demonstrates how participants used conceptual structures of verbs as thinking tools and mapped verb meanings onto their encyclopedic knowledge of the world in order to develop thoughtful and personal understandings of collocations. Moreover, the microgenetic analysis highlights participants’ development by comparing their use and understanding of the collocated verbs before and after the enrichment program. Finally, both quantitative and qualitative analyses indicate that participants increased their collocational knowledge after concept-based instruction.