Browsing by Author "Rundquist, Eric"

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    A cognitive approach to the teaching of phrasal verbs to EFL adult learners in blended courses
    (2021) Flores Díaz, Paulina A.; Rundquist, Eric; Pontificia Universidad Católica de Chile. Facultad de Letras
    The present action-research case study addressed the issue of phrasal verb learning in an EFL context. It aimed to evaluate the impact of a Cognitive Linguistics (CL) teaching methodology on students' retention of novel phrasal verbs with the preposition up. It also intended to assess the suitability of using metaphorical extensions of up to understand new phrasal verbs and to examine students’ perception of a CL teaching methodology for phrasal verbs learning. To do so, an AR cycle was developed, first implementing a pre-test to collect information about the students' previous knowledge on the subject, then implementing a pedagogical intervention and finally evaluating the results of the proposed methodology. This cycle was developed twice with two different groups of EFL learners enrolled in English blended courses and two different strategies were taken: representation and identification of metaphorical extensions of the preposition up. The results of this study showed that the proposed CL methodology seemed to have a positive effect on participants’ retention of novel phrasal verbs. These results are directly related to participants’ perception of this approach, which was also positive. Moreover, findings do not suggest a direct relationship between identification or representation of metaphorical extensions of up and understanding of novel phrasal verbs.
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    Implementing cognate identification strategies to improve law students’ proficiency in legal english reading comprehension tasks
    (2022) Catalán Salazar, Alberto; Rundquist, Eric; Pontificia Universidad Católica de Chile. Facultad de Letras
    Proficient reading comprehension in legal English texts and activities is one of the main objectives pursued by the Legal English Program at Universidad de Chile, essential for professional or further academic development in this area. The following action research study addresses the specific reading comprehension difficulties first-year law students in the Legal English Program face when asked to complete such tasks. The problem these students have concerns the type of vocabulary used in these texts and materials, which is representative of the context and the specificity of the topics. Comparing pre-test and post-test results helped determine that explicit teaching of cognate identification strategies promotes cognate awareness-raising as an effective method to improve reading comprehension proficiency in this area. In addition, the opinions collected through the survey confirm that subjects perceived the usefulness of cognate identification strategies and awareness when dealing with reading comprehension activities.
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