Mantenimiento y modo monousuario a Paso a modo monousuario simplificado

When it comes to analysing the data of training sessions and worksheets, the cohort of video recordings and recorded linguistic data were gathered from the whole series of training sessions, in an attempt to explore how Mandarin Chinese-speaking English learners interacted with three adopted cognitive linguistic approaches in this study, in terms of teaching and learning particles in phrasal verbs. The data from each training session was collected at two stages. At the first stage, in order to record the data of the training session as comprehensively as possible, two complementary strategies were necessary. In other words, a combination of the researcher’s diary and video data was used in the data analysis, because these were regarded as the products during the training sessions. As far as the second stage was concerned, a recorded linguistic task was collected due to the fact that it was viewed as an immediate product after the training session. Based on these further transcribing, coding and classification were conducted.

In accordance with the purposes of two-stage data collection, the data from the training sessions was analysed and classified into two types: one was data gathered during the training sessions (video recordings and the researcher’s diary); the other was the data (a recorded linguistic task collected in the worksheets) obtained immediately after the training sessions. Examining these two categories of data might help this study to be more useful to analyse how the cognitive linguistic approaches interacts with Mandarin Chinese-speaking English learners in the EFL context. All the data analysis was based on the topic of the target particles. For example, regarding the theme of ‘in’ in phrasal verbs, several participants’ responses or comments relating to this target phrasal verb were compiled and given a code ‘in’. After coding, relevant data extracts were collected and

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further classified into three sub-themes: semantic space, semantic time and semantic metaphor. As a result, the data can be connected back to the evaluation of the cognitive linguistic approach of image schemas, categorisation or frame semantics through the layers of detail in order to answer the research questions. However, some limitations appear and restrict the participants’ employment of multiple meanings of particles in phrasal verbs in their learning.

At the initial stage of data analysis, the first step was to transcribe a combination of the video recordings of the instructions about the worksheet content focusing on the given theoretical knowledge, with use of a relevant sample sentence and the researcher’s diary. In order to find ways to observe participants’ feelings or thoughts about the given training sessions, based on the assumption proposed by Gass & Mackey (2000), it is possible that one’s mental process can be observed via a verbal report. Thus, I used the video recordings to gain information about how each individual respondent vocalised his or her perceptions while instruction was being given. The second step was to identify specific types of semantic or pragmatic phenomena of interest to the researcher in relation to the target particles in phrasal verbs. In addition, these observed trends were classified into three categories: meanings of space of the particle in phrasal verbs, meanings of time of the particle in phrasal verbs, and meanings of metaphor of the particle in phrasal verbs. The third step was to highlight significant data, such as difficult or easy items to be learned. The findings from this initial stage of data analysis serve as primary results collected during the training sessions, connecting the results obtained before the training session (the questionnaire survey and the pre-test) and the immediate responses collected in in-class tasks (recorded linguistic data).

The second phase of data analysis focused on the written data collected in in-class tasks. The procedure for analysing this type of data is similar to the qualitative analysis. Firstly, all the participants’ linguistic output was transcribed. Next, a code of ‘S (for spatial sense)’, ‘T (for temporal sense)’ or ‘M (for metaphorical sense)’ was applied to the relevant linguistic production. The analysis of six target particles (‘in’, ‘out’, ‘on’, ‘off’, ‘up’ and ‘down’) in phrasal verbs followed the same coding process. However, responses to each of the cognitive linguistic approaches were different because the design of the in-class tasks aimed to reflect the features of each. For example, participants in the Image Schemas Training Group were asked to create sentences by using the given phrasal verbs, and also to specify the function of that given phrasal verb in the sentence they made. The participants in the Categorisation Training Group were asked to construct a word map focusing on one of the given phrasal verbs covering its spatial, temporal and metaphorical meanings. The participants in the Frame Semantics Training Group were asked to write a story surrounding a target particle in the use of a set of given phrasal

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verbs to reflect three meaning senses as mentioned above. Lastly, all the linguistic data were compiled and the themes in relation to six target particles in phrasal verbs were identified. Themes that emerged from the data analysis combined with their data extracts are reported in Chapters 5, 6 and 7 to reflect the attributes of each of the cognitive linguistic approaches employed in this investigation.