A cognitive approach to the teaching of phrasal verbs to EFL adult learners in blended courses

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dc.contributor.advisorRundquist, Eric
dc.contributor.authorFlores Díaz, Paulina A.
dc.contributor.otherPontificia Universidad Católica de Chile. Facultad de Letras
dc.date2021-06-04
dc.date.accessioned2021-06-07T14:48:47Z
dc.date.issued2021
dc.date.updated2021-06-02T19:14:34Z
dc.descriptionTesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2021
dc.description.abstractThe 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.
dc.description.version2021-06-04
dc.format.extent84 páginas
dc.fuente.origenAutoarchivo
dc.identifier.doi10.7764/tesisUC/LET/60557
dc.identifier.urihttps://doi.org/10.7764/tesisUC/LET/60557
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/60557
dc.information.autorucFacultad de Letras ; Rundquist, Eric ; 0000-0003-0487-4963 ; 1038452
dc.information.autorucFacultad de Letras ; Flores Díaz, Paulina A. ; S/I ; 216961
dc.language.isoen
dc.nota.accesoContenido completo
dc.rightsacceso abierto
dc.subject.ddc420.71
dc.subject.deweyLenguases_ES
dc.subject.otherInglés - Enseñanza - Hablantes extranjeroses_ES
dc.subject.otherInglés - Verboes_ES
dc.titleA cognitive approach to the teaching of phrasal verbs to EFL adult learners in blended courseses_ES
dc.typetesis de maestría
sipa.codpersvinculados1038452
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3.11 Tesis magíster