چکیده:
Particle phrases (A term coined in this study to refer to phrasal verbs and their derived and deviated nouns and adjectives) are also among those chunks. This study seeks to see whether memorizing them will affect EFL learners' spoken fluency. To this end, 51 Persian speaking participants (37 females, 14 males) who were selected from 3 intact classes based on their performance in narrative video-based retelling constituted the sample of the study. The study was a quasi-experimental one in design because of the non-random assignment of the participants into either of the experimental and control groups. They were assigned to three groups: two experimental and one control. Both experimental groups received the same instructions on metaphorical concepts of particles (out, off, etc.) in the 150 phrasal verbs available in Garnier & Schmitt’s (2015) frequency list. They both engaged in self-generated contexts except that those in the first came up with hands-on task of drawing sketches, too. The control group, however, received none of the above treatments. The results of a one-way ANOVA procedure in the immediate post-test indicated that the participants in the first experimental group significantly outperformed not only the control group, but also the second experimental group that made more relative gains than their counterparts in the control group. The outperformance of the first experimental group was also found in the delayed post-test, representing the long-term effects of the methods. The findings suggest several implications for this vital but surprisingly neglected issue of engaging students with self-generated sketches.
خلاصه ماشینی:
Keywords: Memory, phrasal verbs, spoken fluency, student-generated sketches Introduction Over the past decade, there has been a dramatic increase in the number of studies which have focused on the effects of different vocabulary teaching techniques on second language acquisition.
These reasons have prompted several researchers to tap into how these lexical phrases should be taught (Abdollahpour & Gholami, 2018; Boers, 2018; Boers & Webb, 2018; Hinkel, 2018; Mart, 2012; Nassaji & Tian, 2010; White, 2012), and several corpus-based studies (Gardner & Davies, 2007; Garnier & Schmitt, 2015, and Liu, 2011) have revolved around what to include within the syllabus.
2. Does teaching the conceptual meanings of particle phrases without student-generated sketches have any statistically significant effect on Iranian EFL learners' spoken fluency?
2. Does teaching the conceptual meanings of particle phrases without student-generated sketches have any statistically significant effect on Iranian EFL learners' spoken fluency?
Once, the participants for the present study were determined, their spoken narratives of an animation were rated in pre-test, post- Treatment The present study dealt with the conceptual analysis of the most frequent particles in the corpus-based studies carried out by Gardner and Davies (2007), Liu (2011), and Garnier and Schmitt (2015).
This may well explain that the conceptual approach to teaching particle phrases materialized through student-generated sketches must have had a significant effect in retaining and using these entities in their spoken fluency (Thom, 2017).