Using Short Animations to Help Teach Phrasal Verbs From a Cognitive Typology Standpoint: Implications From Two Years of Comparative Data
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Recent advances in teaching phrasal verbs (PVs) through cognitive linguistics have been promising, but aren’t specific regarding how to impart PV knowledge practically in the classroom. Multimedia can help in this regard by providing clear visuals which help learners to understand verb and particle choice when selecting PVs, but the most effective way of utilizing it in PV lessons has not yet been made clear. This report offers empirical data from two groups of students showing that short animations can be very appropriate for PV practice, but that the conditions should be somewhat controlled. Surveys, practice scores and post-treatment test scores were used to show that a combined video task was preferred by students to an open-ended task and that scores on the combined video task were more highly correlated with success on the post-treatment assessment. While neither group significantly outperformed the other in the post-test and both groups were generally positive about the lessons, student preference and better correlation with actual assessment suggest that a combined video task is more appropriate than a completely open-ended video description task for PV practice when being taught through cognitive linguistic methods.
Abstract
Recent advances in teaching phrasal verbs (PVs) through cognitive linguistics have been promising, but aren’t specific regarding how to impart PV knowledge practically in the classroom. Multimedia can help in this regard by providing clear visuals which help learners to understand verb and particle choice when selecting PVs, but the most effective way of utilizing it in PV lessons has not yet been made clear. This report offers empirical data from two groups of students showing that short animations can be very appropriate for PV practice, but that the conditions should be somewhat controlled. Surveys, practice scores and post-treatment test scores were used to show that a combined video task was preferred by students to an open-ended task and that scores on the combined video task were more highly correlated with success on the post-treatment assessment. While neither group significantly outperformed the other in the post-test and both groups were generally positive about the lessons, student preference and better correlation with actual assessment suggest that a combined video task is more appropriate than a completely open-ended video description task for PV practice when being taught through cognitive linguistic methods.
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