Rarity or Non-Existence of Phrasal Verbs in the Written Discourse of Omani Student-Teachers of English

Rahman, Zuhair Abdul Amir Abdul; Abid, Raith Zeher

doi:10.1177/2158244014556988

Cited by 8 publications

(4 citation statements)

References 16 publications

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“…This study is the first study to examine the Egyptian learners' use of phrasal verbs to the best of the author's knowledge. Few earlier studies have, however, investigated the use of phrasal verbs among other Arabic-speaking learners (e.g., Omani learners in Abdul Rahman and Abid, 2014). The present study will thus shed the light on the use of phrasal verbs among a new population.…”

Section: Statement Of Research Problemmentioning

confidence: 82%

“…Despite their prime importance and high productivity in English, phrasal verbs have been a common source of difficulty for English language learners around the world. A survey of relevant studies is included in the literature review section, but for now reference can be made to difficulty in Iran (e.g., Barekat & Baniasady, 2014), Oman (e.g., Abdul Rahman and Abid, 2014), Malaysia (e.g., Kamarudin, 2013;Zarifi & Mukundan, 2014), Thailand (e.g., Saiya, 2011), China (e.g., Liao and Fukuya, 2004), Korea (e.g., You, 1999), Israel (e.g., Dagut and Laufer, 1985), among others. Various causes have been proposed to explain this difficulty including the peculiarity of phrasal verbs to a certain language family, the idiomaticity of some phrasal verbs, the special status and movement of the particles and the polysemous nature of a great deal of these verbs.…”

Section: Introductionmentioning

confidence: 99%

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The Lexical Knowledge and Avoidance of Phrasal Verbs: The Case of Egyptian Learners of English

2015

IJALEL

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Recent studies in different parts of the world have highlighted that phrasal verbs constitute a learning difficulty for English language learners despite their confirmed significance and high productivity in English. Proposed explanations include cross-linguistic differences, the complex nature of phrasal verbs, low language proficiency and psychological factors. The present study examines this difficulty among an Arabic-speaking population of Egyptian undergraduates in a foreign language context. To this end, a total of 407 Egyptian undergraduates in a private English-medium university completed a paraphrase task, two gap-filling tasks and a survey. The results confirm the difficulty highlighted in earlier studies, particularly at the production level. The results also show that the under-representation of phrasal verbs in the participants' production can be interpreted in terms of cross-linguistic differences, passive learning for comprehension and limited language exposure. The study thus supports a multi-faceted model for the explanation of the limited use of phrasal verbs by English language learners, and calls for a revision of the English language teaching programs in Egypt.

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Section: Statement Of Research Problemmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

The Lexical Knowledge and Avoidance of Phrasal Verbs: The Case of Egyptian Learners of English

2015

IJALEL

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“…Nonetheless, phrasal verbs (a category of multiword items), which are said to be highly ubiquitous in both spoken and written registers (Garnier & Schmitt, 2016), are considered to be important linguistic element of achieving native-like fluency (Gardner & Davies, 2007). Despite their widespread presence in the English language, they are perceived as being a major source of difficulty and bewilderment for many L2 learners (Yasuda, 2010), who tend to avoid using them in their production (AbdulRahman & Abid, 2014;Liao & Fukuya, 2004). Phrasal verb learning through audiovisual materials has been examined in some studies (e.g., Kim, 2019;Spring, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Learning Potential of a TV Series in Promoting L2 Incidental Learning of Idiomatic and Non-Idiomatic Phrasal Verbs

Alshumrani

2023

JLE

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Background: The bulk of past studies, which have shown that audiovisual materials are potential sources for phrasal verb learning, have focused on short materials. However, the incidental learning of idiomatic and non-idiomatic phrasal verbs through extensive viewing of a complete season of a TV series has remained underexplored. Purpose: The main aim of the present study is to explore the learning potential of viewing an entire season of a TV series in incidental learning of idiomatic and non-idiomatic phrasal verbs. Method: The study recruited 75 second language (L2) learners and placed them randomly into an experimental group and a control group. Data were gathered through the updated vocabulary levels test and two vocabulary tests. Over one month, the experimental group viewed an entire season of a TV series, and the control group followed their regular learning routine. Immediately after the end of the eight viewing sessions, the experimental and control groups completed the form and meaning post-tests. Results: The results indicated that viewing a TV series contributed to the development of phrasal verb knowledge. The experimental group developed both form and meaning knowledge of the target phrasal verbs, and greater gains were made at the form recognition level. The research also revealed that although repetition of the target phrasal verbs in the series significantly correlated with the learning gains reported from both the form and meaning tests, its role in meaning was greater. Implications: The study provides further valuable insights into how watching a TV series affects the learning of idiomatic and non-idiomatic phrasal verbs. It also advances our understanding of how repetition impacts phrasal verb uptake.

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“…Previous research has largely established that the challenges of mastering PVs amongst EFL learners from a wide range of different mother tongues (e.g., Dagut and Laufer, 1985;Koo, 2015;Shareef, 2018;Omidian et al, 2019), including Arab-speaking learners of English (e.g., Abdul Rahman and Abid, 2014;El-Dakhs, 2016). Evidence of avoidance of using PVs among EFL learners is evident.…”

Section: Introductionmentioning

confidence: 99%

Digging into the receptive and productive knowledge of phrasal verbs among Arab EFL English

Albaqami

2021

lingcure

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Foreign language learners often encounter challenges in understanding and using English phrasal verbs (PVs) due to its idiomaticity and complexity. A phrasal verb typically comprises a verb and a preposition, e.g., pick up, look after, and result in. The study attempts to determine the extent to which frequency of occurrence facilitates or hinders mastering the target forms among English Foreign Language (EFL) learners. This study attempts to examine frequency of occurrence as a factor that might account for EFL learners’ receptive and productive knowledge of PVs. English belongs to the Germanic language family and hence it shares some common linguistic features with other members of the language family, e.g., German has detachable prefix verbs (e.g., warten auf) in a way resembling the English phrasal verb (e.g., wait for). On the other hand, other language families such as Semitic languages (e.g., Arabic), rely heavily on single word-verbs (SVs) (e.g., y?nt??r ‘wait’ in Arabic). For this purpose, a total of 37 high school female students in Jeddah (Saudi Arabia) took part in the current study.

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Rarity or Non-Existence of Phrasal Verbs in the Written Discourse of Omani Student-Teachers of English

Cited by 8 publications

References 16 publications

The Lexical Knowledge and Avoidance of Phrasal Verbs: The Case of Egyptian Learners of English

The Lexical Knowledge and Avoidance of Phrasal Verbs: The Case of Egyptian Learners of English

The Learning Potential of a TV Series in Promoting L2 Incidental Learning of Idiomatic and Non-Idiomatic Phrasal Verbs

Digging into the receptive and productive knowledge of phrasal verbs among Arab EFL English

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