A Bi‐Axis Model for Profiling English Phrasal Verbs for Pedagogic Purposes

Ke, Yushan

doi:10.1002/tesq.345

Cited by 3 publications

(2 citation statements)

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“…(1) literal phrasal verbs that have obvious meanings that can be determined from their constituent parts; (2) idiomatic phrasal verbs whose meaning is less obvious and cannot be guessed from the analysis of the meanings of their individual parts; and (3) completive phrasal verbs whose particles indicate the result of the action. By the same token, Ke (2017) divided phrasal verbs into three groups: (1) literal phrasal verbs;…”

Section: Theoretical Backgroundmentioning

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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Section: Theoretical Backgroundmentioning

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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“…Many other studies have been done on the topic of multi-word verbs, on their structures, semantic explorations, patterns in the learners' contexts etc. based on different methodologies and purposes (Abdolvahed Zarifi & Mukundan, 2012;Abdolvahed Zarifi & Mukundan, 2013a;Abdolvahed Zarifi & Mukundan, 2013b;Abdolvahed Zarifi & Mukundan, 2014;Abdolvahed Zarifi & Mukundan, 2014;Alavi & Rajabpoor, 2015;Abdul Rahman & Abid, 2014;A Zarifi & Mukundan, 2015;El-Dakhs, 2016;Jacobsen, 2013;Jahedi & Mukundan, 2015;Ke, 2017;Tsai, 2015;YAMAMURA, 2015). Most of the studies on this topic are from the linguistic point of view or analysis, which were both done with basic research and intellectual efforts as well as involving different corpus methods and analysis.…”

Section: Introductionmentioning

confidence: 99%

Exploration of Phrasal Verbs in ELT Textbooks: A Corpus-Based Analysis of Lower Secondary Level Bangladeshi Books

Shubha

2021

Fost.j.e.l.t.

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The study aims at exploring the usage of the Phrasal Verbs in the lower secondary Bangladeshi ELT textbooks which are prescribed by the Government of Bangladesh at national education levels. The methodological approach continues in this study based on the corpus tools and related analysis on the topic of Phrasal Verbs usage in those textbooks. The phrasal verbs that are found in the textbooks are extracted from the textbooks; their frequency distributions are analyzed, and finally checked with the two most authentic corpus of the English Language - The British National Corpus (BNC) and Corpus of Contemporary American English (COCA). Alongside, deriving the top fifteen Phrasal Verbs in the textbook corpus with their significant values; the relative positions to the two reference corpora and other corpus-related scores of the phrasal verbs are compared, regarding the study of Liu (2011). The results find that the Phrasal Verbs used in the selected textbooks are quite irrelevant to the two standard big corpora. Finally, based on the findings some remarks and implications are prescribed for pedagogical purposes. The current study would be the first one that examines the Bangladeshi Lower Secondary ELT textbooks assisted by the corpus approach.

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