Abstract
English spatial prepositions posit a great challenge to Spanish learners of English as an L2 due to the broad cross-linguistic differences in how languages structure space. Furthermore, a teaching methodology that could assist these learners in understanding these differences is absent because the pedagogical treatment of spatial language draws on the longstanding assumption that the relation between this kind of language and its meaning is rather arbitrary. Yet, research within the embodiment approach to language and cognition has attested that the use of spatial prepositions is motivated by geometric and functional properties of figure and ground and how these interact in space. This study examines whether instructing Spanish learners on these properties will enhance their performance. 74 participants at a B1 level were randomized to either receive an embodied approach-based training on spatial prepositions (n = 37) or to the control group (n = 37) without this training. Both groups were presented with a cloze test (60 sentences) on six spatial prepositions, in, on, at, to, into, and onto on pre- and post-test conditions. Scores for both groups were analyzed using ANCOVA with pre-test scores as covariate. Data analysis yields statistically significant results attesting the effectiveness of the Embodiment Approach.
Acknowledgements
The author is grateful to the reviewers, who provided invaluable insights and detailed suggestions to improve the quality of this work. The author would also like to extend his deepest gratitude to respondents for their time and commitment.
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Articles in the same Issue
- Frontmatter
- Research Articles
- Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts
- Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish
- Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
- Listener engagement: the missing link in research on accented speech
- Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach
- Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study
- When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out
- Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes
- A longitudinal study of topic continuity in Chinese EFL learners’ written narratives
- Miscommunicated referent tracking in L2 English: a case-by-case analysis
- Rule-based or efficiency-driven processing of expletive there in English as a foreign language
- When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
- Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?
- Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
- Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
- The role of working memory in the effects of models as a written corrective strategy
- Comparing motivational features between feedback givers and receivers in English speaking class
- Examining resilience in EFL contexts: a survey study of university students in China
- High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
- L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency
Articles in the same Issue
- Frontmatter
- Research Articles
- Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts
- Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish
- Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
- Listener engagement: the missing link in research on accented speech
- Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach
- Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study
- When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out
- Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes
- A longitudinal study of topic continuity in Chinese EFL learners’ written narratives
- Miscommunicated referent tracking in L2 English: a case-by-case analysis
- Rule-based or efficiency-driven processing of expletive there in English as a foreign language
- When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
- Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?
- Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
- Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
- The role of working memory in the effects of models as a written corrective strategy
- Comparing motivational features between feedback givers and receivers in English speaking class
- Examining resilience in EFL contexts: a survey study of university students in China
- High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
- L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency