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Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List

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Title: Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List
Language: English
Authors: Spring, Ryan
Source: Advances in Language and Literary Studies. Oct 2018 9(5):121-135.
Availability: Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Peer Reviewed: Y
Page Count: 15
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teaching Methods, Verbs, Phrase Structure, Pretests Posttests, English (Second Language), Second Language Learning, Second Language Instruction, Psycholinguistics, Computational Linguistics, Form Classes (Languages), College Students, Foreign Countries, Instructional Materials
Geographic Terms: Japan
ISSN: 2203-4714
Abstract: Phrasal verbs are important for EFL and ESL education because of their high frequency, but can be difficult for learners because of their number and polysemy. While there are a number of studies on phrasal verbs, the widening focus of such studies has left a gap between theory and practical instruction. This study improves upon previous studies related to teaching phrasal verbs through cognitive linguistics by combining the theory of event conflation with corpusbased research to create a list of phrasal verb particles and meanings that is concise and yet comprehensive enough to account for approximately 95% of common phrasal verb meanings. It also reports the results of an experiment in which learners taught with this particle list improved more on pre-/post-tests of phrasal verbs than learners that studied a list of the most common phrasal verbs as whole entities (p<0.001, d=1.34). Quantitative and qualitative data presented in this study also indicate that learners taught with the particle list improved their ability to conjecture the meanings of novel phrasal verbs more effectively than learners who studied common phrasal verbs as whole units.
Abstractor: As Provided
Number of References: 15
Entry Date: 2018
Accession Number: EJ1198933
Database: ERIC
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  Data: Phrasal verbs are important for EFL and ESL education because of their high frequency, but can be difficult for learners because of their number and polysemy. While there are a number of studies on phrasal verbs, the widening focus of such studies has left a gap between theory and practical instruction. This study improves upon previous studies related to teaching phrasal verbs through cognitive linguistics by combining the theory of event conflation with corpusbased research to create a list of phrasal verb particles and meanings that is concise and yet comprehensive enough to account for approximately 95% of common phrasal verb meanings. It also reports the results of an experiment in which learners taught with this particle list improved more on pre-/post-tests of phrasal verbs than learners that studied a list of the most common phrasal verbs as whole entities (p&lt;0.001, d=1.34). Quantitative and qualitative data presented in this study also indicate that learners taught with the particle list improved their ability to conjecture the meanings of novel phrasal verbs more effectively than learners who studied common phrasal verbs as whole units.
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        StartPage: 121
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        Type: general
      – SubjectFull: Verbs
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      – SubjectFull: Phrase Structure
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: English (Second Language)
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