本研究旨在探討教授英語學習者方向性動詞的新方法，此實驗以bring與take為例，藉由兩組北台灣大學生各約四十人的學習成效進行對比，對照組施行傳統的文法翻譯教學，實驗組則施行認知教學法，為了記錄學生的學習成效，在六次的教學實驗前後各實施前後測驗，另也實施兩次延遲測驗。實驗結果顯示，實驗組不僅有顯著性進步，進步幅度更是遠超過對照組，對照組甚至呈現退步的現象，這也映證缺乏情境的語句教學在某些語言學習上的不足，例如含方向性的字詞。這份研究強調，為了有效地幫助外語學習者學習高情境相關的語言技能，英語教師需要對學生的認知模式有多一層的認識。

The objective of this study is to investigate an alternative pedagogy to teach motion deixis in a FL environment such as Taiwan. The study examined two deictic verbs bring and take by recruiting approximately 40 freshmen from a university in Northern Taiwan for a comparative experiment. They were divided into two groups, with one group, the control group, instructed with traditional teaching method, namely, the Grammar-Translation Method (GTM), while the other, the experimental group, with the Cognitive Instruction (CI) approach. Each group received six sessions of respective treatment, and a pretest prior to and a posttest after the treatment were administered to gauge participants’ performance. Moreover, the delayed posttest was conducted to investigate participants’ retention. Results indicate that CI group not only made considerable improvement, it also outperformed the GTM group significantly. GTM group, in fact, showed regression instead of progress after treatment. Such results support our hypothesis that context-free, sentence-level instruction, which makes up most of the GTM, could not fulfill the need of mastering some aspects of language learning, particularly those of deixis learning. Instead, our study underlines the urgency for FL teachers to have the knowledge of language from a cognitive perspective when the language focus is highly context-dependent in order to facilitate effective learning.

Table of Contents
Acknowledgement i
Abstract  ii
Table of Contents	 v

List of Tables	 viii
List of Figures	ix
Chapter One Introduction	1
1.1 Significance of the Study	3
1.2 Purpose of the Study and Research Questions	4
1.3	Structure of the Thesis	5

Chapter Two Literature Review	6
2.1	Research Background	6
2.1.1	Deictic Conceptualization	7
2.1.2	Deictic Shift	9
2.1.3	The Acquisition of Deictic Verbs in L1	13
2.1.4	Deictic Verbs Among Different Languages	16
2.1.5	Bring and Take in Chinese	17
2.2	Suggested Pedagogies	22
2.2.1	Embodiment Hypothesis	22
2.2.2	Image Schemas	25
2.2.3	Spatial Semantics	27
2.2.4	Context-based Instruction	30
2.2.5	Challenges for Cognitive Based Methodology	31
2.3	Polysemous Nature of Target Verbs	32
2.3.1	Polysemous Senses of Bring	33
2.3.1.1	Deictic Senses of Bring	34
2.3.1.2	Non-deictic Senses of Bring	37
2.3.2	Semantics for Take	39
2.3.2.1	Deictic Senses of Take	40
2.3.2.2	Non-deictic Senses of Take	42
2.4	Summary	45

Chapter Three Methodology	47
3.1	Participants	47
3.2	Design	50
3.3	Treatments	53
3.3.1	Materials	53
3.3.2	The Experimental Lesson	55
3.3.3	The Control Lesson	57
3.3.4	The Pretest, Immediate Posttest and Delayed Posttest	58
3.3.5	Analysis of the Data	59
3.4	Teachers’ Interview	60

Chapter Four Results and Discussion	62
4.1	Result of the Trial-run Test Study	62
4.1.1 The Reliability and Validity of the Test	63
4.1.2	Results of the Trial-run Test Study	64
4.2	Discussion of Research Questions	65
4.2.1	Result and Discussion of the Research Question 1	68
4.2.2	Result and Discussion of the Research Question 2	69
4.2.3	Result and Discussion of the Research Question 3	69
4.2.4	Result and Discussion of the Research Question 4	70
4.2.4.1	Analysis of Deictic Bring	71
4.2.4.2	Analysis of Non-deictic Bring	72
4.2.4.3	Analysis of Deictic Take	73
4.2.4.4	Analysis of Non-deictic Take	75
4.3	Analysis of the Protocol in Pre- and Immediate Posttest	76
4.4	The Result of Teachers’ Interview	79
4.5	Summary	80

Chapter Five Conclusion	82
5.1	Significance of the Study	82
5.2	Limitations of the Study	83
5.3	Suggestions for Future Research	84
Reference	86
Appendix I 50-Item Test	92
Appendix II Material of Bring for the CI Group	95
Appendix III Material of Take for the CI Group	99
Appendix IV Material of Bring for the GTM Group	104
Appendix V Material of Take for the GTM Group	108
Appendix VI Teachers’ Interview	113
Appendix VII Sample of Protocol of the CI Group	115
Appendix VIII Sample of Protocol of the GTM Group	116

List of Tables
Table 3.1 46 International Trade Majors	49
Table 3.2 42 Business Administration Majors	50
Table 3.3 Time and Activities Allotted for Each Session	53
Table 3.4 Treatment of GTM Group	54
Table 3.5 Treatment of CI Group	54
Table 4.1 Reliability Result	63
Table 4.2 Result of Validity of Test Item	64
Table 4.3 LSD Test of Multiple Comparisons in CI Group	66
Table 4.4 LSD Test of Multiple Comparisons in GTM Group	67
Table 4.5 Descriptive Statistics for CI and GTM 20 Participants’ Pretest	68
Table 4.6 Descriptive Statistics for Pre- and Posttest Different Scores	68
Table 4.7 Descriptive Statistics for Pre- and a Second Delayed Posttest Difference	69
Table 4.8 Independent Samples T-Test of the Pre-, Post-, and Delayed Posttest Difference of CI-H and CI-L	70

List of Figures
Figure 2.1 The Proto-Scene for Over	28
Figure 2.2 Schematization of The Cat Jumped Over the Wall	29
Figure 2.3 Schematization of the Motion towards Speaker	34
Figure 2.4 Schematization of Object Being Carried to Speaker’s Viewpoint	35
Figure 2.5 Schematization of Viewpoint Shifting in Person Deixis	36
Figure 2.6 Schematization of Viewpoint Shifting in Time Deixis	36
Figure 2.7 Schematization of Causative Bring	37
Figure 2.8 Schematization of Producing Profit or Income	38
Figure 2.9 Schematization of Object’s State or Feeling	38
Figure 2.10 Schematization of Energy Transmission	39
Figure 2.11 Schematization of the Conducting Sense	40
Figure 2.12 Schematization of the Conveying Sense	41
Figure 2.13 Schematization of Removal	41
Figure 2.14 Schematization of Enabling Sense	42
Figure 2.15 Schematization of Possession	42
Figure 2.16 Schematization of Acceptance or Reception	43
Figure 2.17 Schematization of Enduring	43
Figure 2.18 Schematization of Accepting a View or Attitude	44
Figure 2.19 Schematization of Identifying Others	45
Figure 2.20 Schematization of Selection	45
Figure 3.1 The Percentage of the Grade Category in Academic Year 2007	48
Figure 4.1 Correctness Ratio of Bring and Take Use	65
Figure 4.2 Means of Pre-, Immediate Post-, and Delayed Posttest	66
Figure 4.3 Protocol Analysis of Deictic Bring	71
Figure 4.4 Protocol Analysis of Non-deictic Bring	72
Figure 4.5 Protocol Analysis of Deictic Take	74
Figure 4.6 Protocol Analysis of Non-deictic Take	75
Figure 4.7 Coding of CI Students’ Protocols in Pre- and Immediate Posttest	77
Figure 4.8 Coding of GTM Students’ Protocols in Pre- and Immediate Posttest	77

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