| Abstrakt: |
This paper proposes a cognitive-semiotic model for teaching English prepositions within teacher training programs. The model is presented as a three-session grammar module that involves 1) creating an environment for the learners to see prepositional polysemy as multiple ways of viewing Trajector (TR)-Landmark (LM) spatial configurations (Tyler & Evans, 2003, 2005) and 2) guiding them to make meaning through prepositions in the context of Radden and Dirven's (2007) event schemas. This is a simplex to complex inventory of constructions for talking about world events (i.e. the material, psychological and force-dynamic world events) that can be presented as manipulations of a basic TR-LM spatial configuration. Such a module is useful for native and non-native English teacher trainees alike considering that it allows for covering prepositional polysemy and use in a systematically graded manner, a manner that may help teacher trainees to learn to prepare conceptually-linked, graded materials for teaching prepositions to EFL (English as a foreign language) learners. [ABSTRACT FROM AUTHOR] |
