Teaching second language phrasal verbs using cognitive linguistics-based instructions

Abstract

With a special reference to the learning of English phrasal verbs (PVs), this qualitative study aims to explore how Korean EFL learners were differently influenced by two types of cognitive linguistics (CL)-based instructions (semantic-focused Lakoffian vs. visual-focused Rudzka-Ostyn). In particular, a think-aloud protocol for Korean EFL learners was implemented to examine how the two types of CL instructions influenced the learning processes of exposed PVs as well as the transferability to the learning of new (unknown) PVs. The findings showed that the two types of CL instructions were conducive to the facilitation of explicit awareness of metaphors associated with PVs during the learning processes of exposed and unexposed PVs. The visual-focused Rudzkas instructions, however, led to more active engagements in the process of both identification and image formation than the semantic-based Lakoffian instructions.