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The Effects of Conceptual Metaphor Awareness on Phrasal Verbs Retention by Iranian Intermediate EFL Learners.

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The Effects of Conceptual Metaphor Awareness on Phrasal Verbs Retention by Iranian Intermediate EFL Learners.

in Master of Arts in Teaching English as a Foreign Language (TEFL)

Abstract

Learning phrasal verbs as a problematic issue for language learners has attracted many researchers to introduce new techniques and methods into the language learning world. This study investigated the effect of conceptual metaphor awareness, as a newly developed technique in Cognitive Linguistics on learning phrasal verbs by Iranian intermediate EFL learners. To meet this objective, two groups of 30 Iranian EFL learners from Chabahar Maritime University were selected. In the control group, the phrasal verbs were presented with the traditional methods of repetition and memorization without giving any explicit explanation about the meaning structure of the phrasal verbs. In the experimental group the phrasal verbs were presented with an explicit emphasis on the metaphorical nature of the meanings of phrasal verbs contributed by their particles. A pre-test (at the beginning of the 5-week instructional period) and a post-test (2 weeks after the last instructional session) were given to the participants to investigate their performance in retaining the meanings of the sampled and instructed English phrasal verbs. At the end of the treatment process, a motivation questionnaire was also given to the subjects to investigate their attitude towards the instructional methods. The results of the statistical analyses showed that the experimental group (subjects receiving instructions based on the Conceptual Metaphor Theory) has significantly outperformed the control group (subjects receiving traditional instructions); the learners also showed a positive overall tendency towards the teaching method based on the Conceptual Metaphor Theory.

دسته: زبان خارجه, زبان خارجه برچسب: The Effects of Conceptual Metaphor Awareness on Phrasal Verbs Retention by Iranian Intermediate EFL Learners.

توضیحات

Table of Contents

Abstract 1

Table of Figures. 4

Index of Tables. 5

List of Abbreviations. 6

Chapter One: Introduction. 7

1.1. Preview.. 8

1.2. Purpose of the Study. 10

1.3 Research Questions. 10

1.4. Research Hypotheses. 10

5. Definition of the Key Terms. 11
6. The Limitations and Delimitations of the Study. 12
6.1. Delimitation. 12
6.2. Limitations of the Study. 12

Chapter Two: Literature review.. 14

2.1. overview.. 15

2.2. The Theoretical Background: Metaphor vs. Conceptual Metaphor 18

2.2.1. Metaphor in Literary Tradition. 18

2.2.2. Metaphor in Cognitive Linguistics. 20

2.2.3. Conceptual Metaphor Theory. 24

2.2.4. Phrasal Verbs. 32

2.3. Conceptual Metaphor Theory in Teaching Phrasal Verbs. 34

2.4. Pilot-study. 40

2.5. Summary. 41

Chapter Three: Methodology. 43

3.1. Introduction. 44

3.2. Research Design and Subject Sampling. 44

3.3. Participants and phrasal verbs. 45

3.3.1. Participants. 45

3.3.2. Sampling Phrasal Verbs. 46

3.4. Treatment and Procedure. 46

3.4.1. Procedure in the Experimental Group. 46

3.4.2. Procedure in the Control Group. 49

3.5. Instruments. 50

3.5.1. Pre-test and Post-test 51

3.5.3. The Motivation Questionnaire. 52

6. Scoring and Data Analysis. 52

3.7. Summary. 53

Chapter Four: Data Analyses and Interpretation. 54

4.1. Introduction. 55

4.2. Pretest and Homogeneity. 55

4.3. Post-test and Performance Differences: providing an answer to the first question of the study 57

4.4. The Analyses related to the Second Question and Hypothesis. 59

Chapter Five: Discussion and Conclusion. 65

5.1. Conclusion. 66

5-2- General Implications. 66

Bibliography. 68

Appendices. a

Appendix A: the phrasal verbs in the experiment b

APPENDIX B: Pre-test f

APPENDIX C: Post-test h

APPENDIX D: Motivation Questionnaire. j

دانشکدة مدیریت و علوم انسانی. m

تاثیر آگاهی‌بخشی دربارة استعاره‌های مفهومی بر یادگیری فعل‌های چند قسمتی انگلیسی. m

Table of Figures

Figure 2.1. .The Prototype Spatial Meanings of some English Particles. 36

Figure 3.1. A visual configuration of the concrete meanings contributed by the particle UP to the source domain of the metaphorical mappings in phrasal verbs 119)) 49

Index of Tables

Table 3.1. The meanings of the particle UP classified according to cognitive analysis. 48

Table 4.1. The Descriptive Statistics of the Pre-test 55

Table 4.2. The Results of Running an Independent Samples T-test on the Pre-test 57

Table 4.3. The Descriptive Statistics of the Post-test 58

Table 4.4. The Results of the Paired Samples T-Test 58

Table 4.5. The Statistics of the Results obtained through the Motivation Questionnaire. 59

Table 4.6. The Subjects’ Attitudes towards the Conceptual Metaphor Method. 60

Table 4.7. Subjects Attitudes towards Their Own Learning Behaviors. 61

Table 4.8. Students’ Attitudes toward the Teacher’s Teaching Method. 63

Table 4.9. The Results of the Correlation Test Investigating the Correlation of the Post-Test Results and the Questionnaire Scores Concerning the Conceptual Metaphor Method. 64

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