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مقاله The Effect of Visuals on the Learning of Phrasal Verbs in Iranian PreدرIntermediate EFL Learners: Embraced or Merely LipدرServiced? در pdf دارای 2 صفحه می باشد و دارای تنظیمات در microsoft word می باشد و آماده پرینت یا چاپ است

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بخشی از متن مقاله The Effect of Visuals on the Learning of Phrasal Verbs in Iranian PreدرIntermediate EFL Learners: Embraced or Merely LipدرServiced? در pdf :

سال انتشار: 1392
محل انتشار: اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی
تعداد صفحات: 2
چکیده:

It is widely believed that an important and challenging issue in learning English as a foreign language is how to learn phrasal verbs efficiently. Due to this, the article has concentrated on a new way of teaching phrasal verbs to EFL learners using visuals, i.e. utilizing flash cards, role play. A phrasal verb is the combination of a Verb and a Preposition, so: Phrasal Verb=Verb + Preposition. In most cases, the preposition modifies the definition of the verb. Phrasal verbs are very important for learners because they are so prevalent in everyday spoken and informal written language. Not only do learners need to understand the more common phrasal verbs, but they will also need to use them themselves. If they don’t, and use a more formal synonym, they run the risk of sounding pompous or ridiculous to native speakers. Nowadays, with finding out the relation between observations, listening and memorization, seems to make a revolution in teaching. This article reveals the influence of visual learning on understanding phrasal verbs. The goals of this study are included: 1) to investigate the extent of its influence on EFL learners at pre-intermediate level. 2) to students have to become aware of the fact that spoken English is literally packed with phrasal verbs and 3) English language students have used to read and write doesn’t always follow the same patterns as spoken English. In order to carry out the research a group of 100 pre-intermediate English learners has been randomly chosen, mong three English institutes in Babol. The group has been further divided into two groups, namely, control and experimental ones. Data collection tools: a) a questionnaire, b) observations, c) individual interview, d) a pre-test and post-tests were used to collect both quantitative and qualitative data. The data were analysed through SPSS software package. The study shows that learners better understand and retrieve information when ideas, words and concepts are associated with images. They understand how information can be grouped and organized to answer phrasal verbs. With visual learning, new words are also more thoroughly and easily understand when they are linked to prior knowledge. It means linked verbal and visual information helps students make connections, understand relationship and recall related detailed efficiently. Consequently, the findings could be of paramount importance in future learning also, it cuse a self-confidence for students to be a speaker like a native speaker.

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