DOI:
https://doi.org/10.14483/udistrital.jour.calj.2015.1.a01Published:
2015-01-21Issue:
Vol 17, No 1 (2015) January-JuneSection:
Research ArticlesTypology in the classroom: fostering motion-event awareness in spanish-speaking ELLs
Tipología en el aula de clase: la adopción de la conciencia del “motion-event” en aprendices del inglés de habla española
Keywords:
The Conceptual Approach, evidencias negativas, tipología lingüística, verbos de movimiento (es).Keywords:
The Conceptual Approach, linguistic typology, negative evidence, verbs of motion (en).Abstract (en)
The aim of the present paper is to address the implications of the direct instruction of the linguistic typology of verbs of motion in English second-language learners. Results of a small-scale research study are reported in which students were exposed to typology instruction with the goal of increasing proficiency and target-like production. To this end, it was hypothesized that pre- and post-intervention writing samples would differ significantly in the appropriate use of expressions of motion, particularly those expressions employing English manner-of-motion verbs. Results confirmed this hypothesis and demonstrated that students achieve greater proficiency in motion-event expression when exposed to explicit instruction including negative evidence and aspects of the Conceptual Approach (White, 2012).
Abstract (es)
El presente artículo revisa implicaciones relacionadas con la enseñanza directa de la tipología lingüística de verbos de movimiento en el proceso de aprendizaje del inglés como lengua extranjera. Se presentan resultados de un estudio a menor escala en el cual primó la enseñanza de esta tipología de manera directa con el fin de fomentar la competencia y la producción natural de las estructuras en mención. Para tal efecto, se planteó una hipótesis argumentando que las muestras de escritura indicarían un cambio significativo en cuanto al uso de las expresiones de movimiento en inglés, sobre todo en aquellas que emplean verbos que expresan manera de movimiento. Los resultados confirmaron esta hipótesis y demostraron que los estudiantes alcanzaron una producción más natural con la enseñanza directa que incluye evidencias negativas y ciertos aspectos del Conceptual Approach (White, 2012).
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