A cognitive approach to the teaching of phrasal verbs to EFL adult learners in blended courses
Loading...
Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The present action-research case study addressed the issue of phrasal verb learning in an EFL context.
It aimed to evaluate the impact of a Cognitive Linguistics (CL) teaching methodology on students'
retention of novel phrasal verbs with the preposition up. It also intended to assess the suitability of
using metaphorical extensions of up to understand new phrasal verbs and to examine students’
perception of a CL teaching methodology for phrasal verbs learning. To do so, an AR cycle was
developed, first implementing a pre-test to collect information about the students' previous knowledge
on the subject, then implementing a pedagogical intervention and finally evaluating the results of the
proposed methodology. This cycle was developed twice with two different groups of EFL learners
enrolled in English blended courses and two different strategies were taken: representation and
identification of metaphorical extensions of the preposition up. The results of this study showed that
the proposed CL methodology seemed to have a positive effect on participants’ retention of novel
phrasal verbs. These results are directly related to participants’ perception of this approach, which was
also positive. Moreover, findings do not suggest a direct relationship between identification or
representation of metaphorical extensions of up and understanding of novel phrasal verbs.
Description
Tesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2021