Isaac Scientific Publishing

Advances in the Linguistic Sciences

An Analysis of Word Meanings in English Vignettes Facing Innovative Teaching Reform

Download PDF (347.1 KB) PP. 25 - 34 Pub. Date: June 1, 2020

DOI: 10.22606/als.2020.22002

Author(s)

  • Dan Xu*
    Faculty of International Studies, Henan Normal University, Xinxiang, China

Abstract

English phrasal verbs are English verbs composed of a verb plus one or two vignettes. Its function is equivalent to a complete syntactic and semantic unit. The metacognitive theory in cognitive linguistics is applied to lexical research in applied linguistics. Promoting effects of conceptual metaphor, image schemata metaphor and conceptual metonymy consciousness in idiomatic chunk learning are proposed and confirmed through empirical research. It has been proved in practice that conceptual metaphors have cultural characteristics, that is, conceptual metaphors are not equivalent in various cultures, some conceptual metaphors are universal, and some have cultural particularities. Based on the theory of cognitive metaphors, and centering on the vignettes in phrasal verbs, starting from the spatial meaning of the vignettes, discovering their metaphorical meanings to help students better understand and use English phrasal verbs, thereby improving students' comprehensive language use ability.

Keywords

particle, metaphor theory, semantic features, teaching English

References

[1] K Nassaji H, Tian J (2010), “Collaborative and individual output tasks and their effects on learning English phrasal verbs,” Language teaching research, vol. 14, no. 4, pp. 397–419.

[2] Liu D (2011), “The most frequently used English phrasal verbs in American and British English: A multicorpus examination,” Tesol quarterly, vol. 45, no. 4, pp. 661–688.

[3] Yasuda S (2010), “Learning phrasal verbs through conceptual metaphors: A case of Japanese EFL learners,” Tesol quarterly, vol. 44, no. 2, pp. 250–273.

[4] White B J (2012), “A conceptual approach to the instruction of phrasal verbs,” The modern language Journal, vol. 96, no. 3, pp. 419–438.

[5] Garnier M, Schmitt N (2015), “The PHaVE List: A pedagogical list of phrasal verbs and their most frequent meaning senses,” Language teaching research, vol. 19, no. 6, pp. 645–666.

[6] Vasbieva D G (2015), “Teaching strategy on learning of English phrasal verbs by economics major students in Russia,” XLinguae, vol. 8, no. 3, pp. 57–65.

[7] Mahpeykar N, Tyler A (2015), “A principled cognitive linguistics account of English phrasal verbs with up and out,” Language and cognition, vol. 7, no. 1, pp. 1–35.

[8] Chen M (2013), “Overuse or underuse: A corpus study of English phrasal verb use by Chinese, British and American university students,” International journal of corpus linguistics, vol. 18, no. 3, pp. 418–442.

[9] Pasban M A, Forghani M, Nouri A (2015), “The effects of using English captions on Iranian intermediate EFL students learning of phrasal verbs,” Journal of language teaching and research, vol. 6, no. 2, pp. 373–382.

[10] Zarifi A, Mukundan J (2012), “Phrasal verbs in Malaysian ESL textbooks,” English language teaching, vol. 5, no. 5, pp. 9-18.

[11] Ahmadi F B, Panahandeh E (2016), “The role of input-based and output-based language teaching in learning English phrasal verbs by upper-intermediate Iranian EFL learners,” Journal of education and learning, vol. 10, no. 1, pp. 22–33.

[12] Akbary M, Shahriari H, Hosseini Fatemi A (2018), “The value of song lyrics for teaching and learning English phrasal verbs: a corpus investigation of four music genres,” Innovation in language learning and teaching, vol. 12, no. 4, pp. 344–356.

[13] Varlamova E V, Naciscione A, Tulusina E A (2016), “A study on the phenomenon of collocations: Methodology of teaching English and German collocations to Russian students,” International journal of environmental and science education, vol. 11, no. 6, pp. 1275–1284.