The Effects of Instruction Based on Cognitive Linguistic Approach on Korean EFL Students Learning of English Phrasal Verbs

Abstract

This study explored the effects of instruction based on cognitive linguistic approach on Korean EFL middle school students learning of phrasal verbs in terms of two aspects: recollecting learned phrasal verbs and deducing the meanings of new phrasal verbs, and examined if cognitive linguistic approach had an effect on test takers performance according to their proficiency level. Sixty two third graders in public middle school in Seoul, Korea, participated in the experiment and they were divided into three groups: concept-based instruction group, verbalization-based instruction group, and memorization-based instruction group. The first two groups were instructed based on cognitive linguistic approach while the only difference between them was the presence of SCOBA (Schema of a Complete Orienting Basis of an Action). The last group was instructed based on memorization and practice. The results were analyzed based on a pre-test, an immediate post-test, and a delayed post-test. The results showed that there is no significant difference between the respective instruction groups with regard to remembering the learned phrasal verbs even though they performed differently over time. Also, when it comes to learning new phrasal verbs, cognitive linguistic approach groups outperformed the other group both in the immediate post-test and the delayed post-test. However, the performance of the three groups differed statistically only in the immediate post-test while there was no significant difference in the delayed post-test. Furthermore, greater difference among instructional groups was found in the particular particle usage in the immediate post-test. Lastly, the effect of instructions based on cognitive linguistic approach varied depending on the proficiency level. Advanced learners in instructional groups based on cognitive linguistics performed statistically better than the other students in terms of learned phrasal verbs, which was not the case for the new items. Intermediate learners did not show any difference between the three instruction types in either recollecting instructed items or understanding uninstructed items. On the other hand, low proficient learners showed no significant difference among the instructional groups in terms of learned items, whereas the students in cognitive linguistics-based groups outperformed the other students with respect to new phrasal verbs and it was statistically significant. These findings suggest the possibility of implementing instruction based on cognitive linguistic approach. To be more specific, in spite of the mixed result of the effect of cognitive linguistic approach, it is still applicable in Korean EFL context as shown in the successful transfer of the conceptual understanding to new phrasal verbs in the immediate post-test. In addition, both advanced learners and beginners benefit from cognitive linguistics-based approach when recollecting learned phrasal verbs and deducing meanings of unknown items, respectively. When implementing instruction based on cognitive linguistic approach, there are several things to take into account for the successful use of this approach. Linguistic and cognitive ability of the target students should be considered so that the materials are not too difficult to understand and internalize. Moreover, the SCOBA for the target students should be adjusted so that it is not too abstract or over-burdening for them.

Key Words: cognitive linguistic approach, phrasal verbs, Korean EFL learners, SCOBA, linguistic and cognitive ability

Student Number: 2015-23167