TEACHING ESL PHRASAL VERBS THROUGH A COGNITIVE LINGUISTIC LENS


Kilickaya F.

STUDIES AND GLOBAL PERSPECTIVES OF SECOND LANGUAGE TEACHING AND LEARNING, ss.223-242, 2013 (SSCI İndekslerine Giren Dergi) identifier

  • Cilt numarası:
  • Basım Tarihi: 2013
  • Dergi Adı: STUDIES AND GLOBAL PERSPECTIVES OF SECOND LANGUAGE TEACHING AND LEARNING
  • Sayfa Sayıları: ss.223-242

Özet

This chapter reports the findings of the study conducted to determine whether teaching English phrasal verbs to Turkish students at a private language school through a cognitive linguistic approach facilitates acquisition of phrasal verbs. The study was conducted in two intact upper-intermediate adult English as a foreign language (EFL) classrooms. The participants of the study were divided into two groups: experimental and control groups. Those in the control group learned a set of phrasal verbs in sessions where they practiced these verbs in texts containing the definitions in their L1 and an example sentence, while those in the experimental group practiced the same phrasal verbs through a cognitive linguistic approach, focusing on the meanings, based on the orientational metaphors in the adverbial particles. The effectiveness of the instruction was determined by the posttest that included 20 missing phrasal verbs in a multiple-choice test. The results showed that the students in the experimental group significantly outperformed those in the control group in choosing the appropriate phrasal verb, which may imply that instruction through a cognitive linguistic approach and use of explicit instruction on metaphors while teaching English phrasal verbs can lead to a greater accuracy and better comprehension.