The Conceptualization of English Phrasal Verbs by Greek Primary School Learners: An Empirical Cognitive Approach

Efthymia Tsaroucha

doi:10.3390/languages4030051

Abstract

This study investigates the way Greek EFL elementary students conceptualize English phrasal verbs of the form component verb (take) plus component particle (up, down, in, out, back, off, on, apart). It is suggested image schemas play a facilitatory role in the conceptualization and interpretation of the figurative meanings of English phrasal verbs. The study argues that within the phrasal verb construct, the component particle prompts for the extension from literal to figurative meanings since the particle designates image schematic experiences (bodily-kinesthetic). The study conducted two types of test: (1) meaning of the sentence and (2) image-matching from the sentence. In test 1, participants were asked to read sentences which contained the verb take plus particles and they had to select the most appropriate meaning of the phrasal verb that matched the overall meaning of the sentence. In test 2, participants were asked to read sentences wherein phrasal verbs of the form take plus particles were highlighted. They were asked to match the meaning of the phrasal verb with one image. Each image represented a different type of image schema such as container, front-back orientation and proximity-distance.

Highlights

The present study aims to introduce a cognitive linguistics-based teaching approach to the grammatical category of English phrasal verbs
The study investigates the extent according to which (i) image schemas raise students’ awareness of the underlying conceptual motivation of the component verbs and particles, and (ii) an image-schematic approach to English phrasal verbs helps learners to study the figurative meanings of phrasal verbs more efficiently
Case 1 investigated the way Greek primary school learners of English interpreted the figurative meanings of the English phrasal verb take in (1). case 2 investigated the way participants interpreted the figurative meanings of the English phrasal verb take out (2)

Summary

Introduction

The present study aims to introduce a cognitive linguistics-based teaching approach to the grammatical category of English phrasal verbs. It is suggested that image schemas play a facilitatory role to the conceptualization and interpretation of the figurative meanings of this grammatical category. The study investigates how Greek EFL elementary students conceptualize English phrasal verbs of the form take plus particles. The study investigates the extent according to which (i) image schemas raise students’ awareness of the underlying conceptual motivation of the component verbs and particles, and (ii) an image-schematic approach to English phrasal verbs helps learners to study the figurative meanings of phrasal verbs more efficiently. It should be noted that the contribution of the current study originates from the fact that there is a blank in the literature concerning the conceptualization of English phrasal verbs by Greek EFL elementary students.

Methods

Results

Conclusion