Construction-based approach to teaching the English resultative construction to Korean EFL learners

Rah, Yangon; Kim, Hyun Woo

doi:10.1016/j.system.2017.09.027

Cited by 18 publications

(10 citation statements)

References 6 publications

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“…The findings of the present study are in line with those of previous studies that opened the door for the application of construction grammar to language teaching (Gilquin, 2016; Herbst, 2016; Rah & Kim, 2018; Sung & Yang, 2016). Our study adds to this line of studies by offering instructional implications on the improvement of EFL learners’ sentence production ability.…”

Section: Discussionsupporting

confidence: 92%

“…To our knowledge, this is the first attempt to apply the main ideas of the constructionist approach-the scene encoding hypothesis and the network of constructions-to facilitating second language (L2) learners' production of target constructions. Although a few attempts have sought to apply construction-based approaches to designing foreign language textbooks (Herbst, 2016) or to teaching individual constructions to L2 learners, including resultative construction (Rah & Kim, 2018;Sung & Yang, 2016) and causative construction (Gilquin, 2016), we have not found research providing multiple constructions in an interrelated network by connecting them with representational visual scenes. We believe that the application of a principled theoretical framework such as the constructionist approach to grammar instruction will shed light on the issue of how to boost EFL learners' production ability for communicative purposes.…”

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confidence: 91%

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Applying Constructionist Approaches to Teaching English Argument Structure Constructions to EFL Learners

Kim

Rah

2020

TESOL Quarterly

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The present study investigated the effects of construction‐based instruction on Korean English as a foreign language (EFL) learners’ production of the English argument structure constructions. Within the theoretical framework of construction grammar (Goldberg, 1995), the authors presented college students with English constructions in a hierarchical network and provided contextually meaningful visual scenes in connection with the language input. Results from translation and guided writing tasks, which were implemented before, immediately after, and 4 weeks after the learning sessions, revealed that learners who received construction‐based instruction outperformed those who received form‐centered instruction in both immediate and delayed posttests. Further, among the construction‐based groups, only those learners who were presented with the target constructions in a network hierarchy maintained improved performance in the delayed posttest. The authors conclude by addressing the pedagogical implications for construction‐based teaching in the EFL context.

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Section: Discussionsupporting

confidence: 92%

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confidence: 91%

Applying Constructionist Approaches to Teaching English Argument Structure Constructions to EFL Learners

Kim

Rah

2020

TESOL Quarterly

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“…In this model, the features of words can be compared with each other as real-valued vectors, and the basic concepts of text are not much different from later language models. Rah and Kim introduced the constrained Boltzmann machine in the natural language model, gradually modified the energy function in the basic constrained Boltzmann machine, and finally obtained the log-bilinear model [ 11 ]. Mc et al proposed a bimodal deep autoencoder to learn multimodal semantic relations by layer-by-layer training and joint features [ 12 ].…”

Section: Related Workmentioning

confidence: 99%

A Multimodal Model for College English Teaching Using Text and Image Feature Extraction

Zhao

Liu

2022

Computational Intelligence and Neuroscience

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The rapid development of the internet and multimedia technology in recent years has continued to push foreign language education in the direction of modern education. Multimodal education is becoming more and more important in the field of English education as an advanced educational concept in the field of language education. As a result, many English teachers have begun to emphasize the use of multimodal teaching theory in their classrooms. This paper investigates a multimodal model that incorporates text and image features, based on multimodal discourse theory, systemic functional linguistics theory, and foreign language teaching theory. This paper develops a multimodal model that can search for images and texts from various perspectives. We use an image feature bias term in the log-bilinear natural language model to influence the probability of predicting the next word based on the context, resulting in a multimodal model. The experimental results show that the proposed model, as an image-text relationship evaluation index system, has a slower search speed than other models but better search accuracy.

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“…Guiding the learner's attention to the syntax–semantics interface provided by a construction can be accomplished in several ways. Teachers may present learners with sentence tokens where a variety of verbs co‐occur with a number of fixed constructions so that learners can inductively learn each construction as conventionalized expressions (e.g., Ellis & Larsen‐Freeman, ), or learners may be explicitly taught the form–meaning mappings for individual constructions (e.g., Rah & Kim, ; Sung & Yang, ). Future research investigating the role of construction‐focused instruction in L2 sentence comprehension and production will be needed to more fully assess the implications of the current findings for the integration of verbal and constructional information in L2 sentence processing.…”

Section: Resultsmentioning

confidence: 99%

Constructional Processing in a Second Language: The Role of Constructional Knowledge in Verb‐Construction Integration

Kim

Rah

2019

Language Learning

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The constructionist approach holds that an argument structure construction, a conventionalized form–meaning correspondence of a sentence, allows language users to efficiently access sentential information. This study investigated whether increased sensitivity to constructional information would enable second language learners to efficiently fuse information from a verb and a construction during real‐time sentence processing. Based on their performance in an English sentence sorting task, we divided Korean‐speaking learners of English into construction‐centered and verb‐centered groups depending on their degree of reliance on constructional information in sorting. These groups were then administered a self‐paced reading task where learners read English constructions in a word‐by‐word fashion. Results showed that learners’ reading time was contingent upon constructional sensitivity such that the construction‐centered group was faster than the verb‐centered group at integrating argument roles between a verb and a construction. These findings provide new evidence that constructional information can facilitate second language sentence processing.

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Construction-based approach to teaching the English resultative construction to Korean EFL learners

Cited by 18 publications

References 6 publications

Applying Constructionist Approaches to Teaching English Argument Structure Constructions to EFL Learners

Applying Constructionist Approaches to Teaching English Argument Structure Constructions to EFL Learners

A Multimodal Model for College English Teaching Using Text and Image Feature Extraction

Constructional Processing in a Second Language: The Role of Constructional Knowledge in Verb‐Construction Integration

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