A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model
Ghuzayyil Mohammed Al-Otaibi · 2019 · Journal of language and Education
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an
Abstract by Ghuzayyil Mohammed Al-Otaibi, Journal of language and Education (2019) — licensed CC BY 4.0.
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Metadata source: OpenAlex · DOI 10.17323/jle.2019.8170