Exploration of an effective way of teaching the aspect marker -tei(ru) to learners of Japanese adopting a Cognitive Linguistics approach
| dc.contributor.advisor | Hamada, Masumi | |
| dc.contributor.author | Hamada, Masumi | |
| dc.contributor.department | Japanese | |
| dc.date.accessioned | 2021-02-08T21:20:13Z | |
| dc.date.available | 2021-02-08T21:20:13Z | |
| dc.date.issued | 2020 | |
| dc.description.degree | Ph.D. | |
| dc.identifier.uri | http://hdl.handle.net/10125/73347 | |
| dc.subject | Language | |
| dc.subject | Education | |
| dc.subject | Aspect | |
| dc.subject | Cognitive Linguistics | |
| dc.subject | Second Language Acquisition | |
| dc.title | Exploration of an effective way of teaching the aspect marker -tei(ru) to learners of Japanese adopting a Cognitive Linguistics approach | |
| dc.type | Thesis | |
| dcterms.abstract | This dissertation explores a new way to teach the use of the Japanese aspect marker -tei(ru) which occurs in various aspectual contexts (e.g. progressive, resultative, and perfective), to learners of Japanese by adopting a Cognitive Linguistics approach advocated by scholars like Langacker (2008), Lakoff (1987), Tayler (2003), Boers & Lindstromberg (2006), Niemeier, (2008), Tyler (2012), etc. A general finding of previous L2 studies that examined the acquisition order of the progressive and the resultative use of this aspectual marker (e.g. Sheu, 1997; Shirai & Kurono, 1998; Sugaya & Shirai, 2007) is that learners have more difficulties in learning the resultative use over the progressive use. I argue that one source for this reported difficulty may come from the way -tei(ru) is conventionally introduced in many textbooks. This dissertation holds the view that the aspectual meanings associated with -tei(ru) belong to a super-category “continuity”, and within this super-category they themselves form sub-categories which are linked with each other. Based on these assumptions, a new CL-based method of teaching -tei(ru) is developed, in which -tei(ru) is introduced as a “continuity” marker and the resultative is used as the exemplar, anticipating that learners can generalize the use of -tei(ru) to other aspectual contexts. A quasi-experimental study was conducted involving two groups of learners: one group received the CL-based instruction and the other group a conventional textbook-based instruction. Two research questions were addressed (i) whether the CL-based instruction is indeed effective and (ii) whether the effect of the CL-based instruction of one usage allows learners to go beyond that usage and facilitate or support the learning of other usages. The results show that the CL-based instruction is more effective than the conventional instruction for teaching resultative -tei(ru), and that the benefit of the CL-based instruction did extend beyond the original usage covered. | |
| dcterms.extent | 174 pages | |
| dcterms.language | en | |
| dcterms.publisher | University of Hawai'i at Manoa | |
| dcterms.rights | All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner. | |
| dcterms.type | Text | |
| local.identifier.alturi | http://dissertations.umi.com/hawii:10859 |
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