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Vol.2 , No. 2, Publication Date: Apr. 29, 2019, Page: 62-72
 and conceptual metaphor instruction (n=15). For each group, explicit explanation about phrasal verbs, some examples about target forms and also fill in the blank exercises were provided. In the translation-based group, the participants memorized the meaning of phrasal verbs that was translated by teacher and then, situated them in the fill-in the blank exercises. The participants in the conceptual metaphor group were asked to focus on two cognitive-conceptual notions (trajectory- landmark). The visual aids according to prototypical meaning of the particles were provided and then, the students should act in the fill-in the blank exercises. At the end of instruction, one immediate posttest and one delayed posttest were administrated in order to assess the effect of instruction. The findings indicated that the conceptual metaphor group outperformed translation-based group in both learning and retention of phrasal verbs meaning.&picture=http://www.aascit.org/aascit/decorators/img/journal/932.jpg)
| [1] | Shirin Jahanbani, Sobhe Sadegh Institute of Higher Education, Isfahan, Iran. |
| [2] | Mahmood Saadatnia, Sobhe Sadegh Institute of Higher Education, Isfahan, Iran. |
The present study aims to examine whether there is a difference between traditional- translation-based instruction and cognitive-conceptual metaphor instruction in the learning and retention of the phrasal verbs meaning. For this end, thirty-five intermediate L2 learners were selected from an English Institute in Esfahan, Iran. In order to assess participants’ knowledge of phrasal verbs, one pretest was administered one week before treatment. Five participants that were familiar with target form, were excluded from the study. At the end, thirty participants were randomly assigned to one of two groups: translation-based instruction (n=15) and conceptual metaphor instruction (n=15). For each group, explicit explanation about phrasal verbs, some examples about target forms and also fill in the blank exercises were provided. In the translation-based group, the participants memorized the meaning of phrasal verbs that was translated by teacher and then, situated them in the fill-in the blank exercises. The participants in the conceptual metaphor group were asked to focus on two cognitive-conceptual notions (trajectory- landmark). The visual aids according to prototypical meaning of the particles were provided and then, the students should act in the fill-in the blank exercises. At the end of instruction, one immediate posttest and one delayed posttest were administrated in order to assess the effect of instruction. The findings indicated that the conceptual metaphor group outperformed translation-based group in both learning and retention of phrasal verbs meaning.
Keywords
Phrasal Verbs, Traditional Grammar, Translation, Cognitive Linguistics, Conceptual Metaphor, Conceptual Visualization
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