Abstract

EVANS, Reid. Typology in the classroom: Fostering Motion-Event awareness in Spanish-speaking ELLs. Colomb. Appl. Linguist. J. [online]. 2015, vol.17, n.1, pp.11-24. ISSN 0123-4641.  https://doi.org/10.14483/udistrital.jour.calj.2015.1.a01.

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).

Keywords : The conceptual approach; linguistic typology; negative evidence; linguistic typology; verbs of motion.

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