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Record identifier : 564787
Personal Name - Primary Intelectual Responsibility : Ghannadi, Minoo
Title and statement of responsibility : Interventionist (Explicit and Implicit) versus Non-interventionist (Incidental) Learning of Phrasal Verbs by Iranian EFL Learners [Thesis]/قنادی، مینو;supervisor: Mohammad Khatib;advisor: Zia Tajeddin
Publication, Distribution,Etc. : , 2010
Language of the Item : eng
Internal Bibliographies/Indexes Note : bibliography
Dissertation of thesis details and type of degree : Master of Arts
Discipline of degree : , Teaching English as a Foreign Language
Body granting the degree : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی یادگیری مداخله‌ای ( مستقیم و غیر مستقیم ) و غیر مداخله‌ای ( تصادفی) افعال مرکب انگلیسی توسط زبان اموزان ایرانی است. پس از بررسی همگنی گروهها و اندازه‌گیری دانش آنها در زمینه افعال مرکب نتایج بدست آمده از آزمون نهایی با استفاده از آزمون آنوا مورد بررسی قرار گرفت. نتایج بدست آمده حاکی از برتری گروه مداخله‌ای مستقیم در یادگیری افعال مرکب ( در هر دو زمینه تشخیص و تولید ) بود. همچنین میزان یادگیری گروه مداخله‌ای غیر مستقیم در حد بسیار کمی بهتر از گروه عدم مداخله ای بود
: Phrasal verbs are commonly used in spoken English. Therefore, if learners want to speak naturally, they have to become able to use these phrasal verbs properly. Due to the problems experienced by Iranian learners of English as a foreign language in acquiring these phrasal verbs, this study investigated the effectiveness of interventionist and non- interventionist approaches to learning phrasal verbs. Especially, this study addressed whether these approaches enabled one group to outperform the other on the production and recognition of phrasal verbs. To this end, 63 Iranian EFL learners in the form of three groups with equal numbers of participants, who were homogenized through a TOEFL test, completed a pre-test so that the research would ascertain their unfamiliarity with the target phrasal verbs. Then, they received 10 different passages followed by comprehension questions. There were three groups: one serving as a non-interventional control group, receiving texts with no manipulation; the second, as an experimental implicit group, receiving typographically enhanced text; and the third, as an experimental explicit group, receiving manipulated texts followed by production tasks or output. The two experimental groups were provided with brief explanations about phrasal verbs before the commencement of the treatment. After a 10-session treatment period, the recognition and production of these target phrasal verbs were tested through a post-test. The results of the ANOVA revealed the superiority of interventionist groups (i.e. the two experimental groups) over the non-interventionist group (i.e. control group) in both recognition and production of phrasal verbs. However, the interventional explicit group (combination of output and input enhancement) greatly outperformed the interventional implicit group (input enhancement). This indicated the necessity of recognizing more explicit approaches to language teaching as a priority in this field. This amount of explicit intervention does not imply the rebirth of the same traditional burdensome methods of vocabulary teaching, but a more balanced approach involving implicit and explicit practices and instruction in order to enhance the acquisition of phrasal verbs in particular and language acquisition in general..
Topical Name Used as Subject : Explicit instruction
: Implicit instruction
: In cidental learning
Information of biblio record : TL
 
 
 
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