Applying embodied meaning of spatial prepositions and the Principled Polysemy model to teaching English as a second language: the case of to and on

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Abstract Due to the bewildering array of spatial configurations that languages build around spatial relations, the acquisition of English spatial prepositions is a daunting task for learners of English as L2. For instance, while the embodied meanings of contact and containment are expressed in English through on and in, respectively, Spanish conveys such configurations through en (in). Furthermore, spatial prepositions bear non-geometric senses, especially those imbued with metaphorical configurations. Accordingly, in addition to its spatial configuration of motion, to, for example, may denote a metaphorical (He gave a questioning look to someone) or attachment sense (The building next to the hospital). Teaching English as L2, however, does not provide learners a conceptual guide to how these senses are related and thus does not render them amenable to systematic, enduring learning. Premised on the assumption that these senses are schematically related through the Principled Polysemy model (PPM), this study assesses whether instructing Spanish learners of English at B1 level on the usages of on and to applying this model will lead to learning benefits. Participants (n = 90) were randomized to receive instruction on the usage of such prepositions based on Collocation Approach (experimental group 1), PPM (experimental group 2), or not receive such instruction (control group). Then they completed a cloze test containing different usages of the target prepositions on three instructional conditions: pre-, post-, and delayed post-test. Differential mean scores were computed using planned contrasts, which indicates a statistically significant effect for PPM.