Kavramsal eğretileme kuramı ışığında öğretilen öbek eylemlerin içselleştirilerek kazanımı: Üniversite hazırlık sınıfı öğrencileri örneği

The major concern of this study is to describe the attempt to explicitly teach phrasal verb constructions in the light of conceptual metaphor theory, focusing on the metaphorical orientations of particles as well as to investigate the relationship between such an explicit phrasal verb instruction and implicit phrasal verb knowledge gains. It is a within group pretest/posttest design experimental research carried out with 60 Turkish EFL learners enrolled in the School of Foreign Languages in Kütahya Dumlupınar University in Kütahya, Turkey. The analysis was conducted in terms of three dimensions; which are achievement and retention of receptive and productive PV knowledge, subconscious lexical recognition and processing and semantic lexical processing. For the analysis of first dimension, a multiple-choice test to evaluate receptive PV knowledge as well as a c-test to measure controlled productive PV knowledge were administered as pretest, immediate posttest and delayed posttest. To investigate the subconscious lexical recognition and processing, a masked repetition priming lexical decision task and to examine semantic lexical processing a self-paced task were applied to the participants. The results of the study found out that explicitly presented PV knowledge in the light of conceptual metaphors significantly influences not only the achievement and retention of receptive and productive PV knowledge, but also the subconscious lexical recognition and processing as well as semantic priming of PV knowledge, validating a strong interface position in terms of lexical aspect of language learning.