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English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn's Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn's Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.
Cognitive Linguistics is a blooming field of inquiry which has recently proved to have a promising contribution to learning and teaching multiword units of English language including phrasal verbs. The present book reports on an experimantal study of the effectiveness of applying Cognitive Linguistics to teaching English phrasal verbs and demonstrates that the application of a CL-based approach can enhance and facilitate learning of phrasal verbs
Cognitive Linguistics takes an experientialist approach towards language, emphasizing the centrality of (physical) experience for cognitive development. That is, cognition is regarded as embodied, and language - as part of the human cognitive system - is shaped by how human beings interact with their physical and social environment. Thus, language is usage-based and form-meaning mappings can be explained and systematized on the basis of their conceptual motivation. Despite the pedagogical potential of this theory, Cognitive Linguistic applications in foreign language teaching and learning are still in their initial stages and empirical research testing the effect of Cognitive-Linguistic teaching approaches in real classroom settings is rather scarce. The aim of this monograph is to provide insight into key tenets of the Cognitive Linguistic framework under the premise of their relevance for foreign language pedagogy. Empirical studies are presented focusing on how phrasal verbs can be taught from a Cognitive Linguistic perspective via awareness-raising methods. Based on statistical analyses and considering individual learner variables such as language aptitude, cognitive load and how students evaluated their own learning outcome, the author discusses the merits of a Cognitive Linguistic approach to phrasal verbs.
The book traces the evolution of the English verb-particle construction (‘phrasal verb’) from Indo-European and Germanic up to the present. A contrastive survey of the basic semantic and syntactic characteristics of verb-particle constructions in the present-day Germanic languages shows that the English construction is structurally unremarkable and its analysis as a periphrastic word-formation is proposed. From a cross-linguistic and comparative perspective the Old English prefix verbs are identified as preverbs and the shift towards postposition of the particles is connected to the development of more general patterns of word order. The interplay of phonological, morphological, syntactic and semantic factors in the loss of the native prefixes in the history of English is investigated. In this context the question is discussed to what extent the older prefixes were replaced by particles and borrowed prefixes, how the characteristic etymological and semantic properties of the Modern English phrasal verbs can be explained and what role they play in the lexicon. The author argues that their common perception as particularly ‘English’, ‘colloquial’ and ‘informal’ has its origin in the eighteenth-century normative tradition.
Word Power: Phrasal Verbs and Compounds is a textbook for guided self-learning intended for post-intermediate and advanced learners of English. It contains some 1,100 phrasal compounds used with 17 particles/prepositions which combine with some 500 different verbs, nouns and adjectives. Numerous glosses allow the teacher to use it in very heterogeneous classes. Thanks to cognitive linguistics the material is organized around each particle giving the students an astonishing insight into the networks of metaphorical meanings of each particle. Furthermore, the book implements the most important findings and techniques in the field of learning a foreign language. This textbook will be a valuable companion for teachers and students.
Further analysis of verb-particle combinations showed that lexical aspect is partially compositional in phrasal verbs. The situation type meaning in a phrasal verb is formed through the combination of the situation types denoted individually by the verb and the particle. Depending on the construal, particles can make contributions to certain characteristics of a situation, which explains why they tend to combine with certain meanings of the verbs. Finally, a comparison between high and low frequency particles in the corpus revealed a tight relationship between frequency of use and the embodied meanings of the particle.
Please remember that you can read your Google Play books on your Apple devices as well. Simply search for “Google Play Books” application on the App Store and log in using your Google credentials and your books are good to go! Phrasal verbs are indispensable parts of the English language. They add a sense of fluency into spoken or written language and render it richer in terms of vocabulary. Knowing and using not all, but even the most common ones would make our English sound more natural. However, the difficult thing about phrasal verbs is to memorize them because, they may have some meanings which are completely irrelevant to their constituent parts. For this reason, we need to learn them by heart, which means “to memorize” them. Although it may sound hard to learn them in this way, using phrasal verbs in actual dialogs makes it easier to memorize them by creating a “match” on the cognitive level. If we support this with images as well, we may have a better chance to retain them in our memories permanently. This is exactly where this book steps in. You will find hundreds of dialogs presented in drawings where characters use phrasal verbs. A total of carefully selected 228 phrasal verbs are given with up to their 3 common definitions. Therefore, you will have to memorize neither the outdated phrasal verbs nor their barely used meanings. There are 38 units in the book, each of which contains 6 phrasal verbs given in an alphabetical order. There is an “Exercises” section at the end of every unit and two Revision Tests after every five units. You will also find a general revision test with 100 questions in the back of the book. This test consists of all the phrasal verbs in this book. You can reach the answers to the exercises by using the buttons below exercise pages. This book also contains links to the videos of each unit. These videos contain a broader explanation of the phrasal verbs and they offer 2-3-minute footages taken from various films where characters use the phrasal verbs presented in the relevant unit. The footages come with subtitles as well. You can reach these videos by using the buttons below pages. After looking at the drawings, reading the dialogs, watching the movie footages and doing the exercises, you won’t have any trouble keeping phrasal verbs in your long-term memory and using them in your own sentences. All you need to do is to make regular revisions, which is a must learning a new language. If you want to have this book as a hard copy with amounts over 100, please contact at [email protected]