Exploring Cognitive Linguistics for Improving Phrasal Verb Learning in Vietnamese EFL Contexts

Introduction: This study aims to evaluate the effectiveness of cognitive linguistics-based instruction in enhancing the comprehension and retention of English Phrasal verbs (PVs) among Vietnamese EFL learners. Methodology: Eighty business-majored students from two classes were selected and divided into two groups, including a control group (n=40) and an experimental group (n=40). These participants were exposed to an intervention that contrasts cognitive linguistics-based PV instruction for the experimental group against traditional teaching methods for the control group. The study utilized the quantitative measures, with pre-, post- and delayed posttests, under analysis of descriptive and inferential statistics. Results: The findings revealed that the cognitive-based approach, rooted in understanding prototypical and derivative meanings of PVs and particles, image schemas, and metaphorical extensions and main verb grouping, emerged as a potential alternative to the traditional method of PV instruction. Discussion: The research offered a holistic understanding of the merits of cognitive-based methods for teaching English PVs. The results indicated meaningful pedagogical potential for improving phrasal verb instruction. Conclusions: The findings hold implications for the pedagogy of some other linguistic areas from this approach. The study also highlights the value of cognitive linguistics-based instruction as a promising approach in the Vietnamese EFL context.