زینب ثالثی، کارشناسی ارشد آموزش زبان انگلیسی، دکتر خیرزاده

نام و نام خانوادگی: زینب ثالثی
عنوان پایان نامه: Submitted in partial fulfillment of the requirements For the degree of Master of Art
رشته تحصیلی:کارشناسی ارشد آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما: دکتر خیرزاده
چکیده:
Learning phrasal verbs (PVs) is of vital importance in both written and spoken English, especially for those English learners who must use English as a second language (ESL) in their daily interactions with proficient speakers. This study focused on two particles (out and in) in exploring a more effective model for presenting PVs in an ESL context. PVs are the focus of this study because they are an essential component of English vocabulary but are typically regarded as very difficult for EFL students to master. For this purpose, an experimental design was used to compare the effect of instruction through image-schematic container illustrations of 16 PVs (supported by the container metaphor model) and a definition-only illustration of the same 16 PVs (supported by the traditional model of PV instruction). The participants consisted of 30 intermediate-level students enrolled in English language vocabulary classes at Afagh language institute, Isfahan who were divided into two experimental groups. Three types of instruments, including one pre-test and two post-tests, were used in this experiment to examine the effectiveness of the container metaphor model compared with the traditional model. The findings of this study challenge the traditional view regarding the difficulty of teaching the meanings of these 16 PVs and suggest that the container metaphor model is more conducive to PV learning and retention. The practical implications demonstrated from these results can be used by EFL teachers and educational stakeholders to validate English-teaching practices. Therefore, this model was recommended to be considered as one model of presenting PVs. The current study demonstrated that researchers should include infrequent PVs in their research in addition to the frequent ones. Finally, limitations of the current study are identified and recommendations for conducting future studies on this topic are proposed.

کلیدواژه: :Cognitive linguistics, Conceptual metaphor, Container metaphor, Image schema, Metaphor, Phrasal verbs, Traditional method of instruction