The Effect of Teaching Phrasal Verbs through Pictures on EFL Learners� Active Application of Phrasal Verbs in Speaking

Marashi, Hamid; Maherinia, Elaheh

doi:10.26634/jelt.1.2.1459

Cited by 2 publications

(4 citation statements)

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“…Visual illustration of PVs can, also, have a tangible impact on their acquisition. To clarify, Marashi and Maherinia (2011) found that using pictures fostered Iranian EFL preintermediate students' use of PVs in speaking. Therefore, they recommended pictorial teaching of PVs.…”

Section: Techniques Used To Foster Pvs Acquisitionmentioning

confidence: 98%

“…Phrasal verbs (PVs) are multi-word verbs that consist of either (i) a verb and a preposition as in 'clock in ', 'hang on', 'look for' and 'look after' , (ii) a verb and an adverb particle as in 'pull out ', 'set up', 'slow down' and 'put away' or (iii) a verb, an adverb particle and a preposition as in 'step out of ', 'get back to', 'come down with' and'cut down on' (McCarthy &O'Dell, 2004, 2007;Richards, Platt & Platt, 2007;Marashi & Maherinia, 2011;Badri-Ahmadi & Panahandeh, 2016;Hameed, 2017;Omidian, Akbary & Shahriari, 2019;Thyab, 2019;Booth & Davies, 2021). In other words, they are verb constructions whose meanings are more than the sum of their components (Rodríguez-Puente, 2012;Koffi, 2015;Zohaib & Sarfraz, 2019).…”

Section: Theoretical Background 1 Phrasal Verbs 11 Definitions and Im...mentioning

confidence: 99%

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The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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This study aimed at fostering Egyptian English sophomores' phrasal verbs comprehension and production through implementing a suggested program that combined some Focus on Form techniques and Gamified Learning activities. Participants were sixty-four students in two intact classes, and they were randomly assigned into an experimental group and a control group of thirtytwo students each. The experimental group was taught English phrasal verbs according to the proposed program over a period of ten weeks during the spring 2023 semester of the academic year 2022/2023. The control group was taught the same phrasal verbs according to the regular method. The study focused on ten phrasal verbs categories. These were (a) food and drinks, (b) weather, (c) change, (d) education, (e) work, (f) travel and transportation, (g) daily activities, (h) health and fitness, (i) clothing and appearance as well as (j) money and shopping phrasal verbs. The study instruments were a pre/post phrasal verbs comprehension test and a pre/post phrasal verbs production test. Posttests results revealed that the experimental group significantly surpassed the control group in overall phrasal verbs comprehension and production as well as in their ability to make meaning of and produce each of the specified phrasal verbs categories. Moreover, comparing the experimental group's means on both pre-/posttests revealed the tangible progress in their comprehension and production of the target phrasal verbs. Therefore, it was concluded that the proposed program was effective in enhancing phrasal verbs comprehension and production among Egyptian English sophomores.

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Section: Techniques Used To Foster Pvs Acquisitionmentioning

confidence: 98%

Section: Theoretical Background 1 Phrasal Verbs 11 Definitions and Im...mentioning

confidence: 99%

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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“…In this case, it is proposed that the use of cognate verbs (e.g., English "remove"/Spanish "remover"; English "cancel"/Spanish "cancelar"; etc.) in addition to the phrasal verbs (e.g., take off, take away) might have been able to provide Allen with equal access to the mathematical concepts and allow him the ability to connect these concepts with different English and Spanish verbal expressions [73,74]. Thus, we considered our use of phrasal verbs as a contributing factor to Allen's ability to access the mathematics in the tasks and changed the language features we used in our task designs.…”

Section: Teacher-researchermentioning

confidence: 99%

“…Phrasal verbs are particularly common in spoken English language; however, they constitute one of the most complex elements of the English language for ELs [73,74]. The use of phrasal verbs (underlined portions of the transcripts) at the end of the intervention period may have interfered in the exchange of information with Allen.…”

Section: Teacher-researchermentioning

confidence: 99%

Mathematics Intervention Supporting Allen, a Latino EL: A Case Study

2017

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This research discusses a single case study of a first-grade Latino English Learner (EL) student, Allen (pseudonym), from a larger inquiry-based intervention on inversion and mental reversibility development. The purpose of this case study was to develop a better understanding of the relationship between Allen's English language proficiency and his ability to solve inversion and compensation mathematics tasks. The integration of multiple paradigms confronting radical constructivism and sociocultural theory of learning via culturally relevant pedagogy provided us with a multi-faceted set of perspectives in understanding the interconnection between Allen's cultural and linguistic background and his development of algebraic reasoning. Through conceptual and retrospective analyses, we found that Allen's language features are highly correlated with the development of his thinking strategies and his ability to solve mathematics tasks. Implications of this study include the development of teaching strategies that address critical issues in mathematics, such as the individual differences of learners, specifically ELs from Latino background. We suggest further research is needed in the field of language acquisition and access to STEM related concepts.

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The Effect of Teaching Phrasal Verbs through Pictures on EFL Learners� Active Application of Phrasal Verbs in Speaking

Cited by 2 publications

References 8 publications

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Mathematics Intervention Supporting Allen, a Latino EL: A Case Study

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