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1496 © 2011 ACADEMY PUBLISHER THEORY AND PRACTICE IN LANGUAGE STUDIES Majid Pour-Mohammadi was born in Rasht, Iran in 1971. He is currently doing his PhD studies in TESOL (Teaching English to Speakers of Other Languages) at University of Science Malaysia (USM), Malaysia. He received his MA in TEFL (Teaching English as a Foreign Language) from Shahid Chamran University of Ahvaz, Iran in 2001 and a BA in English Translation from Islamic Azad University of Rasht, Iran in 1999. He has been a faculty member and lecturer at Islamic Azad University of Rasht, Iran since 2000. He was also the head of English Language Translation Department from 2006 to 2009. He has taught English courses at a number of nationwide and Islamic Azad universities in Guilan, Iran. His research interests are teaching methodology, ICT and research methodology in language learning and teaching. He has several published books as well as articles in national and international journals. For instance, Aghajanzade, G. & Pour-Mohammadi, M. (2005). English reading passages for university students. Tehran: Alvandpouyan Publications.; Hayati, A. & Pour-Mohammadi, M. (2005). A comparative study of using bilingual and monolingual dictionaries in reading comprehension of intermediate EFL students. The Reading Matrix. 5(2), 61-66.; Jafre, M., Pour-Mohammadi, M. & Alzwari, H., EFL students’ attitudes towards learning English language: The case of Libyan secondary school students, Asian Social Science, (be published in Feb. 2012). Kiranjit Kaur Balbir Singh was born in Malaysia. She received her Master of Education majoring in TESOL from the School of Educational Studies, University of Sains Malaysia in 2011. As an English language teacher, she has been teaching for 15 years in primary and secondary schools. She is currently teaching in a Chinese school in Sungai Petani, Kedah, Malaysia. Her research interests are TESOL and ICT. She has just published an article: Jafre, M. Z. A, Rezaee, A. A., Abdullah, H. N. & Singh, K. K. B. (2011). Learning styles and overall academic achievement in a specific educational system. International Journal of Humanities and Social Science. 1(10), 143-152. Rahima Azman was born in Malaysia in 1987. She is currently a Fellow MA student in the field of Early Childhood Education at the school of Educational Studies, University of Sains Malaysia. She received her BA in Preschool Education from University of Science Malaysia in 2010. She has been a facilitator for a multiple intelligence programme in the year 2010 as well as English camps in 2010-2011. Thongma Souriyavongsa was born in Laos in 1977. He is presently a Fellow PhD candidate in TESOL at University of Sains Malaysia, Malaysia. He received a MA in the field of Curriculum and Instruction at Thepsatri Rajabhat University, Thailand in 2005, and a BA in English Language Program at Mahacholalongkorn University, Thailand in 2003. He worked at the Faculty of Education, National University of Laos (NUOL) as a lecturer and advisor for both bachelor and master students from 2007 to 2009. He also responded to be the coordinator for the Faculty of Education, National University of Laos which supporting by the Swedish International Development Agency (SIDA) Project.
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 1, No. 11, pp. 1497-1506, November 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.1.11.1497-1506 The Best Way to Teach Phrasal Verbs: Translation, Sentential Contextualization or Metaphorical Conceptualization? © 2011 ACADEMY PUBLISHER Mansoor Ganji English Department, Chabahar Maritime University, Iran Email: ganji@cmu.ac.ir Abstract—This study investigates the metaphor’s central position in the memorization, retention and prediction of the meaning of phrasal verbs. To this end, 45 Iranian EFL learners from Chabahar Maritime University were divided into three groups. In control group, the phrasal verbs were presented with their Farsi (students' mother tongue) equivalents and students were asked to memorize them on their own as it is the traditional method of teaching phrasal verbs. Experimental group I received the phrasal verbs in the context of a sentence, and students were asked to make new sentences with them in the class. And the experimental group II received the orientational metaphors underlying the meaning of the particles of phrasal verbs. All the three groups took three tests in which the correct particles of the phrasal verbs had to be provided. The first test, carried out just two hours after the instructions, dealt with the taught phrasal verbs. The same test was conducted five weeks later to measure the long term retention of phrasal verbs' meaning. But the third test dealt with 20 untaught phrasal verbs which had the same particles as the taught ones. One-way ANOVA results revealed that the difference between the groups’ performances on the immediate test was not statistically significant, while the efficiency of metaphorical conceptualization, and sentential contextualization on the delayed test, and untaught test was considerable. There was a slight difference between the two experimental groups, but it was not statistically significant. The study ends with some suggestions for the teaching of phrasal verbs and the possible factors contributing to their difficulty. Index Terms—translation, retention, phrasal verbs, sentential contextualization, metaphorical conceptualization I. INTRODUCTION Idioms are odd ducks. They seem to act very much like normal language, but they are quite different in many ways. It’s been said that "If natural language had been designed by a logician, idioms would not exist". But exist they do, and not only that, they represent a rich vein in language behavior, and so they cry out for explanation. (P. N. Johnson- Laird in a foreword to a collection of works on idioms, cited in Tim Ifill, 2002). The category of idioms is a mixed bag. It involves metaphors, metonymies, and pairs of words, idioms with it, similes, sayings, phrasal verbs, grammatical idioms, and others. But where do idioms come from, and what kind of structure do they have, if any? (Kovecses & Szabo, 1996, 128). In the "Traditional View", idioms are regarded as a special set of the larger category of words. They are assumed to be a matter of language alone; that is, they are taken to be items of the lexicon that are independent of any conceptual system. According to the this view, all there is to idioms is that they have certain syntactic properties and have a meaning that is special, and relative to the meanings of the forms that comprise it. Developments in cognitive linguistics have led to improvements in descriptions of figurative language and facilitated our understanding of the interrelationships of many idiomatic expressions. Cognitive linguists are primarily interested in the underlying cognitive motivations for language comprehension (Black, 2002). Although there is no complete predictability, it can be suggested that there is a great deal of systematic conceptual motivation for the meaning of most idioms. Many or perhaps most idioms are products of our conceptual system. An idiom is not just an expression that has meaning that is somehow special in relation to the meanings of its constituent parts, but it arises from our more general knowledge of the world (Bilkova, 2000). The cognitive linguistic notion of conceptual metaphor is highly valuable in undertaking studies of idiomatic expressions, and therefore can facilitate their teaching (Black, 2002). Conceptual metaphor is clearly a powerful tool for helping us understand a great deal of idiomatic language, so it is reasonable to believe that it will also help us to unravel the mysteries of phrasal verbs, one category of idioms, and their particles (Rundell, 2005a). Although it is impossible to generalize with confidence about language in general from a restricted study such as this one, the fact that cognitive devices are at work in the comprehension and interpretation of idioms would suggest that metaphorical thinking may also function in facilitating the learning of idiomatic phrasal verbs. It is hoped that this study will make a modest contribution to this goal.
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A Case Study of a Foreign Language
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