چکیده:
Phrasal verbs as a subgroup of Multi-Word Units are used widely in spoken language, and occasionally in written language. In addition, learning and using these verbs is a sign of fluency. Therefore, finding effective ways to teach such words seems to be crucial and a great help to gaining fluency. This paper presents the results of a study carried out on two Iranian EFL language classes of35 students with the average age of 29 in order to compare the effectiveness of two types of instruction, input-based vs. out-put based, in developing EFLlearners' receptive knowledge of phrasal verbs. For this purpose, a pretest wasgiven to the students, then the target words were presented during two sessions of treatment in a week to both groups. At the end, a posttest was given two days after the last session of the treatment. The results showed that the input group outperformed the output-group on the posttest. It seems that providing learners' with reading passages as input containing phrasal verbs is more effective in enhancing EFL learners' receptive knowledge of phrasal verbs.
خلاصه ماشینی:
"Nassaji & Tian (2010) examined and compared the effectiveness of two types of output tasks (reconstruction cloze tasks and reconstruction editing tasks) for learning English phrasal verbs to see whether doing the tasks collaboratively led to greater gains of knowledge of the target verbs than doing the tasks individually, and also whether the type of task made a difference.
Ghannadi & Khatib (2011) compared passage reading accompanied by comprehension question with passage reading accompanied by production-based tasks to find the degree of their effectiveness in promoting EFL learners' receptive and productive knowledge of phrasal verbs.
This study aims to compare the effectiveness of presenting phrasal verbs in reading passages accompanied by the definitions of the target verbs (regarded as input) with presenting them in word glosses pushing the participants to produce sentences with the target verbs (regarded as output) in promoting learners' receptive knowledge of phrasal verbs.
output-based instruction in enhancing EFL learners' receptive knowledge of phrasal verbs?', an independent t-test is run to compare the mean scores of the input and output groups on the posttest.
Table 5: Descriptive Statistics Pretest and Posttest of Phrasal Verbs (رجوع شود به تصویر صفحه) To answer the third research question: 'Does pushing learners to produce output have any significant effect on the receptive knowledge of phrasal verbs of the EFL students?
Ghannadi & Khatib (2011) compared passage reading accompanied by comprehension question with passage reading accompanied by production-based tasks to find the degree of their effectiveness in promoting EFL learners' receptive and productive knowledge of phrasal verbs, but in this study, we compared specifically the effect of input and output in relation to phrasal verbs."