Conceptual frameworks and L2 pedagogy: The case of French prepositions

Kimberly Buescher, Susan Strauss

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Prepositions have historically posed challenges to second language (L2) learners, due largely to the fact that prepositions in the first language (L1) typically do not overlap in meaning, function, or use with L2 prepositions. Three prepositions in French, à, dans, and en, reflect this very issue. This chapter presents results from three instructional workshops involving students and teachers of French at a large public university in the northeastern U.S. We introduced our conceptualization-based framework for the target prepositions, based on discourse analysis of a corpus and designed to provide L2 learners and teachers with a unified and systematic conceptual mapping of the trajector and landmark relationships for each preposition, together with other symbols that graphically illustrate the meanings for each form. The combined Cognitive Linguistic (CL) (Langacker, 2008a, 2008b; Taylor, 2002; Tyler, 2012b) and Sociocultural Theoretical (SCT) (Vygotsky, 2012) Concept-Based Instructional (CBI) (see Haenen, 2001) approach helped early intermediate French L2 learners/teachers better understand these three French prepositions and be able to use them appropriately.

Original languageEnglish (US)
Title of host publicationLanguage Learning and Language Teaching
PublisherJohn Benjamins Publishing Company
Pages95-115
Number of pages21
Volume49
DOIs
StatePublished - Jan 1 2018

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

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    Buescher, K., & Strauss, S. (2018). Conceptual frameworks and L2 pedagogy: The case of French prepositions. In Language Learning and Language Teaching (Vol. 49, pp. 95-115). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.49.05bue