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Teaching phrasal verbs through a cognitive approach

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dc.contributor.advisor *Vásquez Naranjo, Alejandra Nathaly
dc.contributor.author Procel Zarria, Mónica Margarita
dc.date.accessioned 2022-06-28T15:53:56Z
dc.date.available 2022-06-28T15:53:56Z
dc.date.issued 2022-03-28
dc.identifier.citation 10610 en_US
dc.identifier.uri http://repositorio.puce.edu.ec:80/handle/22000/19899
dc.description.abstract Most of the time, teachers can see that students usually cannot communicate fluently in the English language because they have limited vocabulary. For this reason and due to the demands of the new era, it is essential to learn vocabulary that is used by native English speakers in their daily conversations. The following research focuses on teaching English phrasal verbs through a cognitive approach with the support of embodied experience and metaphor theory in order to promote quality learning, looking for more viable alternatives to reach a meaningful understanding. This study was based on experimental and descriptive research in which quantitative data helped the researcher collect information The project was applied to B1 level students of a private Institute in the city of Quito. These students were chosen because they have had a difficult time learning English phrasal verbs by memory without any context. The instruments used in this project were pre and post tests. Besides, a variety of interactive activities were applied in this project such as: videos, memes, wordwall website, comic strips, among others. Therefore, students felt more motivated and confident during classes. en_US
dc.language.iso en en_US
dc.publisher PUCE- Quito en_US
dc.relation.ispartofseries CD-ROM;
dc.subject METAPHOR THEORY en_US
dc.subject PHRASAL VERBS en_US
dc.subject COMIC STRIPS en_US
dc.title Teaching phrasal verbs through a cognitive approach en_US
dc.type masterThesis en_US
dc.id.author 1719733188 en_US
dc.id.advisor 1721148961 en_US

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