Identificador persistente para citar o vincular este elemento:
http://hdl.handle.net/10662/20667
| Títulos: | CL-oriented approaches to teaching phrasal verbs: a report on EFL classroom-based research |
| Otros títulos: | Enfoques lingüístico-cognitivos para la enseñanza de verbos compuestos: informe de investigación en el aula de inglés como lengua extranjera |
| Autores/as: | Martín Gilete, Marta |
| Palabras clave: | TEFL;Cognitive Linguistics;L2 vocabulary;Material design;Pictorial elucidation;Phrasal verbs;Figurative language;EILE;Lingüística cognitiva;Vocabulario en la L2;Diseño de materiales;Explicación visual;Verbos compuestos;Lenguaje traslaticio |
| Fecha de publicación: | 2022 |
| Editor/a: | GKA Ediciones |
| Resumen: | This article presents some ongoing work that is part of a project on classroom-based research into CL-oriented activities for teaching/learning phrasal verbs in English. Framed in a three-month longitudinal study, this investigation reports on the design, implementation, and assessment of CL-oriented activities aiming at fostering awareness of the meaning of the particles IN/OUT and UP/DOWN with intermediate-level Spanish speakers of English (N=81). Results were described concerning two different methods used to measure students’ learning gains: feedback from the classroom and formal assessment. Findings are discussed regarding the mismatch between results reported from the classroom and quantitative results. |
| URI: | http://hdl.handle.net/10662/20667 |
| ISSN: | 2695-9623 |
| DOI: | 10.37467/revhuman.v11.3911 |
| Colección: | DFING - Artículos |
Archivos
| Archivo | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| revhuman_v11_3911.pdf | 905,04 kB | Adobe PDF | Descargar |
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