CONTRIBUTION OF COGNITIVE LINGUISTICS TO TEFL: PRESENTING CONCEPTUAL MEANING IN PHRASAL VERBS

This study investigates the advantages of applying Cognitive Linguistics to the instruction of conceptual meaning of phrasal verbs in an Iranian EFL context. Sixty intermediate learners were randomly assigned to two equal control and experimental groups. Thirty two phrasal verbs with the particles up, down, in and out were instructed to experimental groups using the insights gleaned from Cognitive Linguistics framework. The control group received the same phrasal verbs in terms of dictionary definitions and single verb equivalents. Results of t-test analysis of pre/posttest scores for both groups confirmed the superiority of the Cognitive Linguistics based approach and revealed a strategy transfer to unrehearsed phrasal verbs as well. The findings imply the potential usefulness of applying Cognitive Linguistics to teaching phrasal verbs.