Document Type

Honors Project

Publication Date

6-9-2026

Abstract

Given the notoriously difficult nature of both teaching and learning prepositions in another language, this project created educational materials based on cognitive linguistic theory which seek to reduce reliance on problematic direct translation, maintain student’s motivation, and increase comprehension and accuracy in the production of French prepositions. There has been progress made in the literature applying cognitive theories to pedagogy, which has yielded positive results. However, it has been primarily focused on English learners, and the limited French-oriented studies are inaccessible to an instructor without a linguistic background. Additionally, the developed materials are not provided for educators to create their own materials and efficiently integrate them into their lessons. The aim of this study is to support current research on the positive outcomes of cognitive methods while providing accessible and feasible analyses and teaching materials, with an emphasis on the possibility of mini-lessons and adaptability of visual elements. In creating the lesson, we first drew upon both cognitive semantic analysis and conceptual pedagogy to create our own semantic analyses and visuals of six French prepositions. These analyses of the prepositions were then integrated into a lesson and corresponding materials which were tested and refined through explicit instruction and activities. The results of the study showed that post-lesson both accuracy and grounded justifications increased, with students reporting an increase in confidence as well. Materials used in the study along with refined materials and activities for a lesson plan are provided for immediate use.

Level of Honors

summa cum laude

Department

Linguistics

Advisor

Sarah Gamalinda, Alexandra Galambosh, Bob Williams

Download

Available for download on Monday, June 09, 2031

Share

COinS