Cognitive Linguistic Approach to Teaching English Phrasal Verbs: Experimental Evidence on “V+down/up” Constructions

DOI

10.2991/sschd-18.2019.38How to use a DOI?

Keywords

English Phrasal Verbs, “V+down/up” Constructions, Chinese English Learners, Cognitive Linguistic Approach.

Abstract

English phrasal verbs are difficult for foreign language learners to learn. Some experiments have been conducted under the Cognitive Linguistic (CL) approach and found that it is more effective than the traditional teaching method. But all of their subjects are not Chinese English learners (CELs). Therefore, this paper will conduct an experiment on teaching adult mid-level CELs “V+down/up” constructions. The subjects are divided into two groups, one is experimental group taught by CL approach, and the other is controlled group taught by the traditional teaching method. The finding is that the two groups differ significantly (p<0.05) in learning “V+down/up” constructions, indicating that the adult mid-level CELs taught by CL approach perform better than those by the traditional teaching method. This paper also argues that teaching two constructions as a pair with several related metaphorical concepts at a time under CL approach is an effective way for the adult mid-level CELs without English language environment.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ying LI
PY  - 2019/01
DA  - 2019/01
TI  - Cognitive Linguistic Approach to Teaching English Phrasal Verbs: Experimental Evidence on “V+down/up” Constructions
BT  - Proceedings of the 4th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2018)
PB  - Atlantis Press
SP  - 220
EP  - 224
SN  - 2352-5398
UR  - https://doi.org/10.2991/sschd-18.2019.38
DO  - 10.2991/sschd-18.2019.38
ID  - LI2019/01
ER  -