English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Phrasal verbs (PVs) are notoriously difficult for language learners since they are numerous in number, highly polysemous, as well as metaphorical, and the meaning is often opaque. Over the past two decades, researchers have shown the benefits of using a cognitive linguistic approach to teaching them. Expanding this line of research, a quasi-experimental study was conducted to investigate the effects of an embodied approach to teaching phrasal verbs. An embodied learning approach focuses on movement, gesture, and enactment as a way to facilitate language learning. Student participants (N = 80) were divided into 3 groups; an L1 translation approach group, a cognitive approach group, and an embodied learning approach group. They took pre- and post-PV tests and learned 29 PVs in 2 teaching interventions. All students significantly improved their scores, but those in the cognitive and embodied learning groups significantly outperformed the L1 translation group.句動詞phrasal verbsは、数が多く、多義性が高く、比喩的であり、意味が不透明であることが多いため、英語学習者にとって難しいことでよく知られている。過去数十年の研究で、句動詞教育には認知言語学的アプローチが有効であることが示されたが。本研究はそれを発展させつつ、からだで学ぶアプローチ身体運動、ジェスチャー、実演を用いた学習促進法の効果を検証するための準実験的研究を行った。本研究では学生参加者(N=80)を、第一言語への翻訳アプローチ、認知的アプローチ  、からだで学ぶアプローチの3つのグループに分けた。学生参加者たちは、事前及び事後に句動詞テストを受け、2回の教育的介在において29個の句動詞を学習した。結果は、すべての学生がスコアを大きく伸ばしたが、なかでも認知的学習グループとからだで学ぶグループの学生たちは、第一言語への翻訳グループを大きく上回る学習成果を示したことを本研究で明らかにした。

Enhancing Phrasal Verb Learning: A Quasi-experimental Study of Different Approaches