Enhancing Understanding of English Phrasal Verbs in First-Year ELT Students Through Cognitive-Linguistic Methods

Abstract

Abstract This study explores the effectiveness of employing cognitive-linguistic methods in teaching English phrasal verbs to first-year English Language Teaching (ELT) students. Distinct from traditional rote memorization techniques, our approach integrates innovative teaching tools such as colored markers and storytelling exercises. Colored markers are utilized to visually differentiate the components of phrasal verbs, enhancing understanding and retention. Storytelling exercises, on the other hand, provide students with contextual and practical applications of phrasal verbs, thereby fostering a deeper comprehension. This methodological shift towards a more interactive and engaging learning process has shown significant improvements in students’ proficiency and confidence in using phrasal verbs. The findings of this study contribute to the broader discourse in ELT pedagogy, offering a novel approach that not only simplifies the learning of phrasal verbs but also integrates them seamlessly into the learners' linguistic repertoire. This research underscores the potential of cognitive-linguistic methods in enhancing language acquisition, especially in complex areas like phrasal verbs, thereby marking a significant contribution to modern ELT practices.