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Article published In: Review of Cognitive Linguistics
Vol. 21:2 (2023) ► pp.486–514

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Top-down and bottom-up approaches to teaching English verb-particle constructions

Construction-based and metaphor-based instruction

 | Gyeongin National University of Education
Published online: 27 March 2023
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https://doi.org/10.1075/rcl.00145.sun
Abstract
The present study examines two cognitive linguistics approaches to foreign language teaching. One draws on the conventionality of language use that a variety of expressions can be understood as instances of more general patterns, e.g., kick them out and eat it up as verb-object-particle, whereas the other centers on linguistic creativeness such as novel combinations or associations, e.g., chest down the ball. Noting that English verb-particle constructions (VPCs) exemplify both linguistic conventionality and creativeness, two types of instruction have been developed–namely, top-down instruction and bottom-up instruction. The top-down instruction presents VPCs as instances of conventional argument structures such as motion and resultative constructions ( (2015). Tuning in to the verb-particle construction in English. In L. Nash & P. Samvelian (Eds.), Approaches to complex predicates (pp. 110–141). Leiden: Bril.Google Scholar logo with link to Google Scholar), whereas the bottom-up instruction focuses on creative compositions of literal and metaphorical meanings (Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: The University of Chicago Press.Google Scholar logo with link to Google Scholar). The two types of instruction were provided for Korean EFL learners, and their knowledge of VPCs was measured by a pretest, an immediate posttest, and a four-week delayed posttest. Results of the immediate posttest showed that both types of instruction were effective in improving the learners’ knowledge of literal and figurative VPCs. In the delayed posttest, significantly greater retention was observed for the construction-based top-down instruction. This finding highlights the importance of argument structures as super-constructions in teaching VPCs to EFL learners.
Article outline
  • 1.Introduction
  • 2.Verb-Particle Constructions
    • 2.1General descriptions
    • 2.2Constructionist approaches
    • 2.3Metaphor-based approaches
  • 3.Method
    • 3.1Participants
    • 3.2Instruction
      • 3.2.1Construction-based instruction
      • 3.2.2Metaphor-based instruction
    • 3.3Testing
    • 3.4Analyses
  • 4.Results
    • 4.1Short-term effects
    • 4.2Longer-term effects
  • 5.Discussion
  • 6.Conclusion
  • Acknowledgement
  • Notes
  • The abbreviations are as follows
  • References
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