声明
CONTENTS
Abstract
摘要
List of Tables
List of Figures
List of Abbreviations
Chapter 1 Introduction
1.1 Research background
1.2 Significance of the study
1.3 Organization of the dissertation
Chapter 2 Literature Review
2.1 Definition of phrasal verbs
2.2 Classification of phrasal verbs
2.3 Complex properties of phrasal verbs
2.4 Applications of cognitive motivation in vocabulary teaching
2.5 Phrasal verbs in the cognitive linguistic perspective
2.5.1 Polysemous semantic networks of prepositions
2.5.2 Cognitive motivations of particles
2.6 Pedagogical studies of phrasal verbs
2.6.1 Problems in teaching phrasal verbs
2.6.2 CL-inspired method versus traditional method
2.6.3 Teaching approaches to phrasal verbs
2.7 Research gap
Chapter 3 Theoretical Underpinnings
3.1 Image Schema
3.2 Conceptual metaphor theory
3.3 Categorization and prototype theory
3.4 Discovery Learning
3.5 Hypotheses of this study
Chapter 4 Research Methodology
4.1 Participants
4.2 Materials and instruments
4.2.1 Criterion of particle selection
4.2.2 Handouts
4.2.3 Power Points
4.2.4 Lesson plans and justifieations
4.2.5 Test design
4.3 Procedure
4.3.1 The pilot study
4.3.2 The formal study
4.4 Data collection
Chapter 5 Results
5.1.1 The immediate test
5.1.2 The 3-day delayed posttest
5.1.3 The 10-day delayed posttest
5.2 Comparison of the two cognitive teaching methods
5.2.1 The immediate test
5.2.2 The 3-day delayed posttest
5.2.3 The 10-day delayed posttest
5.3 Prototypieal and peripheral senses
5.4 Lower-level and Higher-level peripheral senses
Chapter 6 Discussion
6.1 Traditional versus CL-inspired teaching methods
6.2 Deductive versus inductive teaching methods
6.3 Prototypieal versus peripheral senses
6.4 Lower-level versus higher-level peripheral senses
Chapter 7 Pedagogical implications
Chapter 8 Conclusion
8.1 Major findings of the study
8.2 Contributions of the study
8.3 Limitations of the study
8.4 Suggestions for further research
References
Appendices
Acknowledgements
Publications