A Conceptual Approach to the instruction of phrasal verbs英文资料.pdfVIP

A Conceptual Approach to the Instruction of Phrasal Verbs BENJAMIN J. WHITE Marshall University One John Marshall Drive 343 Corbly Hall Huntington, WV 25755 Email: whitebe@ Phrasal verbs present numerous challenges to second language learners of English, who often view verb + particle combinations as random (Side, 1990). This article proposes a pedagogical approach that focuses on particles as a means of spotlighting systematicity within this tradition- ally problematic area of English vocabulary. Informed by cognitive linguistics and sociocultural theory, the approach encourages students to tap their own creativity in order to conceptually ¨ ´ motivate (Kovecses Szabo, 1996) student-collected examples of phrasal verbs. The article (a) presents the theoretical rationale for the approach, (b) reports an experiment in which the approach was implemented in two sections of an English as a Second Language course at the university level, and (c) discusses results of the experiment as well as potential pedagogical adaptations. BACKGROUND nition from The American Heritage Dictionary of Phrasal Verbs (2005): Phrasal Verbs and Learners of English A phrasal verb is a combination of an ordinary verb AS DOCUMENTED BY BOLINGER (1971), and a preposition or an adverbial particle that has at phrasal verbs represent a complex area of En- least one particular meaning that is not predictable glish vocabulary. Although they have traditionally from the combined literal meanings of the verb and been understood as comprised of verb and adver- the preposition or