Effects of unenhanced, enhanced, and elaborated input on learning English phrasal verbs

Birjandi, Parviz; Alavi, Seyed Mohammed; Karimi, Shaban Najafi

doi:10.5861/ijrsll.2014.772

Cited by 9 publications

(8 citation statements)

References 48 publications

(81 reference statements)

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“…The findings of the present study are in accordance with Najafi Karimi, Birjandi and Alavi's (2015) result indicating that the collaborative output task was more effective than individual output task in terms of its impact on enhancing EFL learners' phrasal verb learning. Furthermore, the findings of the study supported Behzadi and Azimi Amoli's (2014) field of research work, the result of which indicated that out of two tasks of context learning condition versus translation learning condition regarding their effectiveness on Iranian intermediate EFL learners' phrasal verbenhancement, the former was found to be more beneficial to learners' phrasal verb learning.…”

Section: Discussionsupporting

confidence: 81%

Comparing the Effect of One-way versus Two-way Tasks on Iranian Intermediate EFL Learners’ Phrasal Verb Learning

Khodareza

Shabani

2016

JSE

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The aim of this study was to investigate the effect of one-way and two-way tasks, as two various techniques for teaching vocabulary, on Iranian intermediate EFL learners' phrasal verb learning. The participants in this study were sixty EFL learners majoring in TEFL, all of whom were in the second semester of academic year 2015. In order to establish a homogenized group, a test of proficiency titled CELT was administered to ninety sophomore students, and sixty were selected to serve the purpose of the study. They were intermediate students with the age range within 18 to 29. After the administration of the proficiency test as the homogeneity, they were then divided into two equal comparison groups, either of whom comprised thirty participants: one-way task (OWT) and two-way task (TWT) groups. A pretest, comprising forty multiple-choice phrasal verbs, was administered to the both groups. Then both groups underwent twelve sessions of treatment (treatment for the TWT group, and placebo for the OWT group). The OWT group was taught phrasal verbs by means of one-way task, and the TWT group was taught vocabulary via two-way tasks as input. After the treatment period, the same version of phrasal verb test was administered to both groups as posttest to examine the effectiveness of the treatment. Both groups in this study were taught by the same researcher and through the same methodology. The data were analyzed through running paired-samples and independent samples t-tests, the outcome of which revealed that ISSN 2162-6952 2016 www.macrothink.org/jse 130 both the OWT group and the TWT group had vocabulary gains but the effect of two-way tasks on phrasal verbs learning was more salient than that of the one-way task group. The implications and recommendations were also presented. Journal of Studies in Education

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Section: Discussionsupporting

confidence: 81%

Comparing the Effect of One-way versus Two-way Tasks on Iranian Intermediate EFL Learners’ Phrasal Verb Learning

Khodareza

Shabani

2016

JSE

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“…The result of this study is consistent with those of Ellis (1993Ellis ( , 1995, Sharwood Smith (1993) and Birjandi, et, al. (2014).…”

Section: Discussionsupporting

confidence: 83%

“…The results showed that (a) lexical elaboration alone did not facilitate form recognition of L2 vocabulary; (b) explicit lexical elaboration alone led to more meaning recognition of L2 vocabulary; (c) typographical enhancement alone did not facilitate form and meaning recognition of L2 vocabulary; (d) lexical elaboration and typographical enhancement combined led to more meaning recognition of L2 vocabulary; (e) both explicit and implicit lexical elaboration facilitated meaning recognition of L2 vocabulary ( f) there was no significant difference between explicit and implicit lexical elaboration in terms of their effect on form and meaning recognition of L2 vocabulary (as cited in Birjandi, Alavi, & Najafi Karimi, 2014). Birjandi et al, (2014), conducted a study to examine the relative effectiveness of three types of input -unenhanced input, typographically enhanced input, and lexically elaborated input -on learning English phrasal verbs. To do so, a time series quasi-experimental study was carried out, in which six different texts in three different forms -unenhanced, enhanced, and elaborated -were given to 35 …”

Section: Introductionmentioning

confidence: 99%

The Effect of Textual Enhancement Technique on Incidental Learning of Idiomatic Expressions of Iranian Intermediate Students

Pam

Karimi

2016

TPLS

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Abstract-One of the techniques affecting incidental learning is using textual enhancement. This study was conducted in order to see whether textual enhancement positively affects incidental learning of idiomatic expressions. To do so, a quasi-experimental study with pretest-posttest control group design was carried out. The participants were 40 Iranian intermediate learners selected via convenient sampling and were randomly assigned to control and experimental groups, 20 participants in each. Before the treatment, Idiom Knowledge Scale (IKS) test, taken from Wesche and Paribakht's (1996) was administered to both groups, as pretest. Then the experimental group was exposed to idioms presented with four different textual enhancement techniques (color-coded, bolded, Italic and sticky papers). After the treatment, IKS, was again administered to the groups, as posttest. The results of data analysis through ANCOVA indicated that the experimental group outperformed the control group and that the implementation of textual techniques could enhance the incidental idiom learning.

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“…Phrasal verb retrieval strategy is using wordsmith 3.0 software. In each sub corpus of 72 phrasal verb retrieval, particles and verbs interval is set to 1 to 5 words [11], it is necessary to consider verbs all participle form, search manual contextand and exclude non phrasal verbs combination; statistical phrasal verbs appear in each sub corpus frequency, standardized processing (frequency / sub corpus of total words).…”

Section: The Range and Extraction Methods Of The Phrase Verbmentioning

confidence: 99%

A Study of English Phrase Verb in Language Learning

Rong¹

2015

TOCSJ

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Abstract:A phrase verb is a combination of verbs and adverbs or a preposition word. The increase in the number and the extensive use of the phrase verb is a notable feature of modern English, which has caused the extensive attention of linguists. Research situation of domestic and International English phrasal verbs are summarized in this paper putting forward from the perspective of cognitive linguistics to teaching of English phrasal verbs which should go to particle center processing path and give learners to images showing the polysemy of phrasal verbs and particles. The method of semantic analysis of phrase verb is in line with the law of human's cognition, which can promote the acquisition of English phrase verbs by foreign language learners through the expansion of metaphor.

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Effects of unenhanced, enhanced, and elaborated input on learning English phrasal verbs

Cited by 9 publications

References 48 publications

Comparing the Effect of One-way versus Two-way Tasks on Iranian Intermediate EFL Learners’ Phrasal Verb Learning

Comparing the Effect of One-way versus Two-way Tasks on Iranian Intermediate EFL Learners’ Phrasal Verb Learning

The Effect of Textual Enhancement Technique on Incidental Learning of Idiomatic Expressions of Iranian Intermediate Students

A Study of English Phrase Verb in Language Learning

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