An Empirical Study Of Teaching English Phrasal Verbs In The Senior High School Based On Image Schema Theory

English is one of the main international languages in the world.Vocabulary,as the basis of English,plays an important role in English learning.So English vocabulary competence is usually regarded as an important criterion to measure language proficiency of language users.As an important category of idiomatic expressions,phrasal verbs have always been a major difficulty for English learners.Many teachers use the traditional method to teach phrasal verbs in their teaching.The teaching efficiency is low and students can’t understand them.Therefore,improving the teaching efficiency of phrasal verbs is of great significance for English vocabulary learning.Image schema theory is a theory which based on image schema to visualize abstract concepts.It is also a theory based on personal experience and perceptual experience of the objective world.It connects abstract concepts with concrete experiences and plays an important role in category construction and concept formation.Research shows that the application of image schema theory in vocabulary teaching is helpful to vocabulary acquisition.However,there is no clear teaching procedure for phrasal verbs in the existing studies,and different scholars adopt differentteaching methods in experiments.In view of this,on the basis of comprehensive research of the existing literature,the author extracts the teaching mode of phrasal verbs under the guidance of image schema theory and applies it to the teaching experiment of this study.From the perspective of cognitive linguistics,the purpose of the study based on the image schema theory is to solve two problems: 1.Is the teaching based on the Image Schema theory helpful to improve the teaching efficiency of phrasal verbs in senior high school? 2.How do students in the experimental class evaluate the teaching of phrasal verbs based on image schema theory?In this study,two parallel classes of senior school of Hohhot were selected for teaching experiment.The experimental class adopts the teaching based on the Image Schema Theory,the control class adopts the traditional teaching method.In this study,test papers,questionnaires,interviews and other research methods were used to comprehensively analyze all experimental results.Spss25.0 was used to analyze the experimental data and the following conclusions were drawn: The vocabulary teaching based on Image Schema Theory can improve the learning efficiency of phrasal verbs effectively in senior high school.After receiving the teaching based on image schema theory,most students in the experimental class have a good evaluation on its application in phrasal verbs teaching,and recognize its positive role inimproving teaching efficiency and learning interests.The experimental results show that compared with the traditional teaching method,the teaching based on image schema theory can improve the teaching efficiency of phrasal verbs effectively in senior high school,enhance students’ interest and confidence in English learning.Most students agree with the application of image schema theory in phrasal verbs teaching.They think that the teaching based on Image Schema Theory is helpful for them to learn phrasal verbs which indicates teaching based on Image Schema Theory is superior to traditional teaching.