30.1695, Diss: Applied Linguistics; Language Acquisition; Psycholinguistics: Dilsah Kalay: ''Implicit Phrasal Verb Knowledge Gains through Conceptual Metaphor Theory: a Case of University Prep School Students''

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LINGUIST List: Vol-30-1695. Thu Apr 18 2019. ISSN: 1069 - 4875.

Subject: 30.1695, Diss: Applied Linguistics; Language Acquisition; Psycholinguistics: Dilsah Kalay: ''Implicit Phrasal Verb Knowledge Gains through Conceptual Metaphor Theory: a Case of University Prep School Students''

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Date: Thu, 18 Apr 2019 12:13:28
From: Dilsah KALAY [dilsah_kalay at hotmail.com]
Subject: Implicit Phrasal Verb Knowledge Gains through Conceptual Metaphor Theory: a Case of University Prep School Students

 
Institution: Anadolu University 
Program: English Language and Teaching 
Dissertation Status: Completed 
Degree Date: 2019 

Author: Dilsah Kalay

Dissertation Title: Implicit Phrasal Verb Knowledge Gains through Conceptual
Metaphor Theory: a Case of University Prep School Students 

Linguistic Field(s): Applied Linguistics
                     Language Acquisition
                     Psycholinguistics


Dissertation Director(s):
İlknur KEÇİK

Dissertation Abstract:

The major concern of this study is to describe the attempt to explicitly teach
phrasal verb constructions in the light of conceptual metaphor theory,
focusing on the metaphorical orientations of particles as well as to
investigate the relationship between such an explicit phrasal verb instruction
and implicit phrasal verb knowledge gains. It is a within group
pretest/posttest design experimental research carried out with 60 Turkish EFL
learners enrolled in the School of Foreign Languages in Kütahya Dumlupınar
University in Kütahya, Turkey. The analysis was conducted in terms of three
dimensions; which are achievement and retention of receptive and productive PV
knowledge, subconscious lexical recognition and processing and semantic
lexical processing. For the analysis of first dimension, a multiple-choice
test to evaluate receptive PV knowledge as well as a c-test to measure
controlled productive PV knowledge were administered as pretest, immediate
posttest and delayed posttest. To investigate the subconscious lexical
recognition and processing, a masked repetition priming lexical decision task
and to examine semantic lexical processing a self-paced task were applied to
the participants. The results of the study found out that explicitly presented
PV knowledge in the light of conceptual metaphors significantly influences not
only the achievement and retention of receptive and productive PV knowledge,
but also the subconscious lexical recognition and processing as well as
semantic priming of PV knowledge, validating a strong interface position in
terms of lexical aspect of language learning.




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