23.976, Diss: Applied Ling: Farsani: 'Conceptualization of the Semantics of ...'

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LINGUIST List: Vol-23-976. Mon Feb 27 2012. ISSN: 1069 - 4875.

Subject: 23.976, Diss: Applied Ling: Farsani: 'Conceptualization of the Semantics of ...'

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1)
Date: 26-Feb-2012
From: Hussen Farsani [hmfarsani at gmail.com]
Subject: Conceptualization of the Semantics of Phrasal Verbs in English as a Foreign Language: A cognitive linguistics perspective


-------------------------Message 1 ---------------------------------- 
Date: Mon, 27 Feb 2012 12:12:27
From: Hussen Farsani [hmfarsani at gmail.com]
Subject: Conceptualization of the Semantics of Phrasal Verbs in English as a Foreign Language: A cognitive linguistics perspective

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Institution: University of Isfahan 
Program: TEFL (Teaching English as a Foreign Language 
Dissertation Status: Completed 
Degree Date: 2012 

Author: Hussein M. Farsani

Dissertation Title: Conceptualization of the Semantics of Phrasal Verbs in
English as a Foreign Language: A cognitive linguistics
perspective 

Linguistic Field(s): Applied Linguistics


Dissertation Director(s):
Mansoor Tavakoli
Saeed Ketabi
Abbas Eslami Rasekh
Mohammad Reza Talebinezhad
Ahmad Moinzadeh

Dissertation Abstract:

Learning the behavior and meaning of phrasal verbs in English can prove
challenging to the foreign language learner. This is mainly because such
verbs sometimes display non-conventional, figurative senses as a result of
their unique combinations with various prepositional/adverbial particles.
More importantly however, the non-native speaker has not had the chances to
go through the conceptualizing experiences of native speakers of the
language due to the absence of a culturally/socially-inspired experiential
language setting giving rise to certain image-schematic patterns as
envisaged in Cognitive Linguistics (CL). 

The present study takes this issue as its point of departure and makes an
attempt to examine whether pedagogically-designed picture-cued tasks of
various levels of abstraction revealing the image-schematic concepts behind
phrasal verbs could take child and young adult learners through similar
context-embedded experiences so as to enhance their learning and
appropriate use of such verbs. For this purpose, 36 children aged 7-11 and
56 young adult learners aged 12-18 at intermediate levels of English
proficiency were selected based on their scores on a placement test and
went through the process of learning 42 phrasal verbs in two experimental
and two control groups each comprising 18 participants for children and 28
learners for young adults respectively. 

Comparison of the results from the pre-, post-, and a delayed post-test
reveal a positive effect for picture-cued tasks (in contrast to mere
descriptive dictionary definitions) raising learners' awareness toward the
image-schematic concepts behind English phrasal verbs. This is especially
true for young adult participants in their experimental group where the
level of significance of the results was generally higher than that for the
child experimental group. 

The study also carries implications for foreign language pedagogy as the
tasks particularly designed for the purposes of this study could be added
to the body of effective tasks available in Task-Based Language Teaching
(TBLT). 






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