CL-oriented approaches to teaching phrasal verbs. A report on EFL classroom-based research

A report on EFL classroom-based research

Autores/as

  • Marta Martín-Gilete University of Extremadura

Palabras clave:

TEFL, Cognitive Linguistics, L2 vocabulary, Material design, Pictorial elucidation, Phrasal verbs, Figurative language

Resumen

This article presents some ongoing work that is part of a project on classroom-based research into CL-oriented activities for teaching/learning phrasal verbs in English. Framed in a three-month longitudinal study, this investigation reports on the design, implementation, and assessment of CL-oriented activities aiming at fostering awareness of the meaning of the particles IN/OUT and UP/DOWN with intermediate-level Spanish speakers of English (N=81). Results were described concerning two different methods used to measure students’ learning gains: feedback from the classroom and formal assessment. Findings are discussed regarding the mismatch between results reported from the classroom and quantitative results.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Alejo-González, R. (2010). Making sense of phrasal verbs: A cognitive linguistic account of L2 learning. AILA Review, 23, 50-71. https://doi.org/10.1075/aila.23.04ale DOI: https://doi.org/10.1075/aila.23.04ale

Beréndi, M., Csábi, S., & Kövecses, Z. (2008). Using conceptual metaphors and metonymies in vocabulary teaching. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 65-99). De Gruyter Mouton.

Boers, F. (2000). Metaphor awareness and vocabulary retention. Applied Linguistics, 21(4), 553-571. https://doi.org/10.1093/applin/21.4.553 DOI: https://doi.org/10.1093/applin/21.4.553

Boers, F. (2001). Remembering figurative idioms by hypothesizing about their origin. Prospect, 16(3), 35-43.

Boers, F. (2011). Cognitive semantic ways of teaching figurative phrases: An assessment. Review of Cognitive Linguistics, 9, 227-261. https://doi.org/10.1075/rcl.9.1.11boe DOI: https://doi.org/10.1075/rcl.9.1.11boe

Boers, F. (2013). Cognitive linguistic approaches to teaching vocabulary: Assessment and integration. Language Teaching, 46(2), 208-224. https://doi.org/10.1017/S0261444811000450 DOI: https://doi.org/10.1017/S0261444811000450

Boers, F., & Lindstromberg, S. (2008). Teaching chunks of Language: From noticing to remembering. Helbling Languages.

Boers, F., Demecheleer, M., & Eyckmans, J. (2004). Etymological elaboration as a strategy for learning figurative idioms. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition and testing (pp. 23-78). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.10.07boe DOI: https://doi.org/10.1075/lllt.10.07boe

Boers, F., Lindstromberg, S., Littlemore, J., Stengers, H., & Eyckmans, J. (2008). Variables in the mnemonic effectiveness of pictorial elucidation. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 189-116). De Gruyter Mouton. https://doi.org/10.1515/9783110199161.2.189 DOI: https://doi.org/10.1515/9783110199161

Boers, F., Piquer-Píriz, A. M., Stengers, H., & Eyckmans, J. (2009). Does pictorial elucidation foster recollection of idioms? Language Teaching Research, 12(4), 367-382. https://doi.org/10.1177/1362168809341505 DOI: https://doi.org/10.1177/1362168809341505

Condon, N. (2008). How cognitive linguistic motivations influence the learning of phrasal verbs. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 133-158). De Gruyter Mouton. https://doi.org/10.1515/9783110199161.2.133 DOI: https://doi.org/10.1515/9783110199161.2.133

Condon, N., & Kelly, P. (2002). Does Cognitive linguistics have anything to offer English language learners in their efforts to master phrasal verbs? I.T.L, 137(1), 205–231. https://doi.org/10.1075/itl.137-138.03con DOI: https://doi.org/10.1075/itl.137-138.03con

Dirven, R. (2012). English phrasal verbs: Theory and didactic application. In D. Geeraerts, R. Dirven, J. R. Taylor & R. W. Langacker (Eds.), Applied cognitive linguistics: II Language Pedagogy (pp. 3-28). De Gruyter Mouton. https://doi.org/10.1515/9783110866254.3 DOI: https://doi.org/10.1515/9783110866254.3

Gardner, D., & Davies, M. (2007). Pointing out frequent phrasal verbs: A corpus-based analysis. TESOL Quarterly, 41(2), 339-359. https://doi.org/10.1002/j.1545-7249.2007.tb00062.x DOI: https://doi.org/10.1002/j.1545-7249.2007.tb00062.x

Garnier, M., & Schmitt, N. (2016). Picking up polysemous phrasal verbs: How many do learners know and what facilitates this knowledge? System, 59, 29-44. https://doi.org/10.1016/j.system.2016.04.004 DOI: https://doi.org/10.1016/j.system.2016.04.004

King, K. (1998). The big picture: Idioms as Metaphors. Houghton Mifflin.

Lakoff, G., & Johnson, M. (1980). Metaphors we live by. University of Chicago Press.

Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. Basic Books.

Langacker, R. W. (1990). Concept, image and symbol: The cognitive basis of grammar. De Gruyter Mounton. https://doi.org/10.1515/9783110857733 DOI: https://doi.org/10.1515/9783110857733

Lazar, G. (2003). Meaning and metaphors: Activities to practise figurative language. Cambridge University Press.

Llopis-García, R., Martín-Gascón, B., & Alonso-Aparicio, I. (2022, July 27-29). Challenges of empirical testing in L2 and new pathways for better results [paper presentation]. 12th International Conference of the Spanish Cognitive Linguistics Association. Logroño, Spain.

Littlemore, J., & Low, G. (2006). Figurative thinking and foreign language learning. Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230627567

Littlemore, J., MacArthur, F., Rubienska, A., & Turner, J. (2013). Communicating academic content to international students: Interplay and variations in the use of verbal and gestural metaphor. Revista Española de Lingüística Aplicada, 1, 23-50.

Lindstromberg, S. (1996). Prepositions: Meaning and method. ELT Journal, 50(3), 225–236. DOI: https://doi.org/10.1093/elt/50.3.225

Lindstromberg, S. (2010). English prepositions explained. Revised edition. John Benjamins Publishing Company. https://doi.org/10.1075/z.157 DOI: https://doi.org/10.1075/z.157

Lindstromberg, S., & Boers, F. (2005). From movement to metaphor with manner-of-movement verbs. Applied Linguistics, 26(2), 241-261. https://doi.org/10.1093/applin/ami002 DOI: https://doi.org/10.1093/applin/ami002

Low, G. (1988). On teaching metaphor. Applied Linguistics, 9(2), 125-147. DOI: https://doi.org/10.1093/applin/9.2.125

MacArthur, F. (2010). Metaphorical competence in EFL: Where are we and where should we be going? A view from the language classroom. AILA Review, 23(1), 155-173. DOI: https://doi.org/10.1075/aila.23.09mac

MacArthur, F. (2017). Using metaphor in the teaching of second/foreign languages. In E. Semino & Z. Demjén (Eds.), The Routledge handbook on metaphor and language (pp. 413-425). Routledge. https://doi.org/10.4324/9781315672953 DOI: https://doi.org/10.4324/9781315672953

MacArthur, F., & Littlemore, J. (2008). A discovery approach using corpora in the foreign language classroom. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 159-188). De Gruyter Mouton. https://doi.org/10.1515/9783110199161.2.159 DOI: https://doi.org/10.1515/9783110199161.2.159

Martín-Gilete, M. (2017). Metaphor in English as a foreign language: A critical review of research [Unpublished master’s thesis]. University of Extremadura.

Piquer-Píriz, A. M. (2005). The wall is full of pictures: Observations on the importance of consolidating prototypical meanings at early ages of EFL. In J. L. Otal Campo, I. Navarro Ferrando & B. Bellés Fortuño (Eds.), Cognitive and discourse approaches to metaphor and metonymy (pp. 201-210). Universitat Jaume I.

Piquer-Píriz, A. M. (2008). Reasoning figuratively in early EFL: Some implications for the development of vocabulary. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 219-240). De Gruyter Mouton. https://doi.org/10.1515/9783110199161.3.219 DOI: https://doi.org/10.1515/9783110199161.3.219

Piquer-Píriz, A. M. (2010). Can people be cold and warm? Developing understanding of figurative meanings of temperature terms in early EFL. In G. Low, Z. Todd, A. Deignan & L. Cameron (Eds.), Researching and applying metaphor in the real world (pp. 21-34). https://doi.org/10.1075/hcp.26.03piq DOI: https://doi.org/10.1075/hcp.26.03piq

Piquer-Píriz, A. M. (2021, April 24). Cognitive linguistics and its applications to foreign language instruction [Invited talk]. The USAL-UVA Linguistic Research Seminars (3), Salamanca, Spain.

Piquer-Píriz, A. M., Castellano-Risco, I., & Martín-Gilete, M. (2022, July 27-29). Cognitive Linguistics-oriented teaching activities in real L2 classrooms: Design, implementation and assessment [paper presentation]. 12th International Conference of the Spanish Cognitive Linguistics Association. Logroño, Spain.

Radden, G., & Panther, K-U. (2004). Studies in linguistic motivation. De Gruyter Mouton.

Rudzka-Ostyn, B. (2003). Word power: Phrasal verbs and compounds: A cognitive approach. De Gruyter Mouton. https://doi.org/10.1515/9783110197235 DOI: https://doi.org/10.1515/9783110197235

Saaty, R. (2020). An enactment-based approach to the teaching of metaphoric expressions: A case of Saudi EFL learners. In A. M. Piquer-Píriz & R. Alejo-González (Eds.), Metaphor in foreign language instruction (pp. 263-286). https://doi.org/10.1515/9783110630367-013 DOI: https://doi.org/10.1515/9783110630367-013

Skoufaki, S. (2008). Conceptual metaphoric meaning clues in two idiom presentation methods. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 101-132). De Gruyter Mouton. https://doi.org/10.1515/9783110199161.2.101 DOI: https://doi.org/10.1515/9783110199161.2.101

Verspoor, M., & Lowie, W. (2003). Making sense of polysemous words. Language Learning, 53(3), 547-586. https://doi.org/10.1111/1467-9922.00234 DOI: https://doi.org/10.1111/1467-9922.00234

Descargas

Publicado

2022-12-09

Cómo citar

Martín-Gilete, M. . (2022). CL-oriented approaches to teaching phrasal verbs. A report on EFL classroom-based research: A report on EFL classroom-based research. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 12(1), 1–11. Recuperado a partir de https://historicoeagora.net/revHUMAN/article/view/3911

Número

Vol. 12 Núm. 1 (2022): Monográfico: "La formación docente. Estado de la cuestión"

Sección

Artículos de investigación (monográfico)

Licencia

Aquellos autores/as que publiquen con esta revista, aceptan los términos siguientes:

  1. Los autores/as conservarán los derechos morales sobre la obra y cederán a la revista los derechos comerciales.
  2. Transcurrido 1 año desde su publicación, la versión del editor pasará a estar en acceso abierto en la web de la editorial, pero la revista mantendrá el copyright de la obra.
  3. En el caso de que los autores deseen asignar una licencia abierta Creative Commons (CC), podrán solicitarla escribiendo a publishing@eagora.org.