The Effect of Videos and Printed Materials as Two Types of Input on the EFL Learners' Acquisition of Phrasal Verbs [پايان نامه لاتين]
Mehrdad Rabiee Kalkhorani
| Record Identifier: | 16920 |
| Title: | The Effect of Videos and Printed Materials as Two Types of Input on the EFL Learners' Acquisition of Phrasal Verbs |
| Personal Name: | Mehrdad Rabiee Kalkhorani |
| Studied Course: | teaching english as a foreign language (TEFL) |
| Supervisor: | Dr. Mohammad Mahdi Hajmalek |
| Supervisor: | Dr. Mohammad Mahdi Hajmalek |
| Department: | English language |
| College: | Human sciences |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2019 |
| Abstract: | The acquisition of phrasal verbs is reportedly one of the most challenging areas of vocabulary learning in L2 instruction and the undeniable role of input in enhancing it has been frequently emphasized in the literature. However, there remains a controversy regarding the efficiency of different modalities of input in this regard. Therefore, this mixed-methods study probed the efficacy of printed materials and videos in form of monologues and sitcoms on the acquisition of phrasal verbs by Iranian EFL learners. The participants of the study included 82 Iranian EFL learners at an English institute in six intact classes. For this purpose, a number of episodes from Friends, a popular sitcom series, several TED talks as monologues, and a number of texts selected from Interchange books were employed. Moreover, the qualitative section of the study focused on the merits and demerits of the inputs from the perspectives of learners and the instructor. A test of phrasal verbs with two parallel versions as the pretest and posttest, was developed following the model offered by a combination of commercially available vocabulary tests. Once the homogeneity of the participants was established by a test of proficiency, the pre-test was administered to all three groups and the treatment began, which took five weeks. During the treatment period, the instructor kept a diary of what happened in classes focusing on students reaction to their treatment conditions. Immediately after the treatment, the post-test was administered and a focus group interview was conducted with all six classes. The results of the ANCOVA indicated that although all of the three methods were effective in enhancing students knowledge of phrasal verbs, the participants in the monologue group had improved significantly better in comparison with the other two groups. Also, comparison between the other two groups demonstrated that there was no statistically significant difference between the impact of sitcom and printed materials. Furthermore, the results of the focus group interviews and analysis of the teacher s diary indicated that the learners were mostly attracted by the entertaining aspects of the sitcom series followed by the motivational aspects of the monologues while most of the participants were not able to relate to the texts as much. The findings of the study may be practical for the instructors wondering how to expose their learners to idiomatic vocabulary sequences like phrasal verbs and teach them. These instructors might be able to take advantage of multimedia to teach these vocabulary items based on their pros and cons from the learners' and the instructor's perspective. More implications of these results and a number of suggestions for further research are provided based on these findings. |
| شماره ثبت | نسخه | جلد | بخش | مرجع | شماره بازیابی | در دست امانت | تاریخ بازگشت | ملاحظات | |
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| 218221 | 1 | ||||||||
| 218222 | 2 |
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