THE IMPACT OF TASK-BASED METHOD ON TEACHING PHRASAL VERBS COLLOCATION AMONG IRANIAN INTERMEDIATE EFL LEARNERS

Leila Bahadivand Chegini, Majid Pourmohammadi

Abstract


This study is going to investigate the effect of task-based method on teaching phrasal verbs collocation among Iranian intermediate EFL learners. To this end, 45 female EFL learners with the age range of 19 to 30 were selected from among 95 participants through Quick Placement Test. Its purpose was to homogenize the participants based on their proficiency level. Then they were randomly assigned into two experimental groups and one control group. The participants of the experimental groups were divided into two classes including 15 participants. Next, both experimental groups received task-based method for 15 sessions. During the treatment sessions some phrasal verbs pre-taught to the learners by the use of information-gap and opinion-gap tasks. Meanwhile, the control group received 15-session placebo that was the use of explicit instruction like Grammar Translation Method, and it was based on the structural syllabus. The related findings revealed that the experimental group who received the information-gap task performed better at learning phrasal verbs collocation. The findings showed that the role of information-gap of TBLT method leads the learners to more proficiency in learning phrasal verbs collocation, and it is more effective, because the learners have background knowledge. Consequently, the information-gap group had a better result in acquiring the phrasal verbs collocation.

 

Article visualizations:

Hit counter

DOI

Keywords


collocation, phrasal verb, task, task-based language teaching

Full Text:

PDF

References


American Heritage Dictionary of Phrasal Verbs. (2005). Boston: Houghton Mifflin Harcourt.

Birjandi, P., & Malmir, A. (2010). The effect of task-based approach on the Iranian advanced EFL learners’ narrative vs. expository writing. IJALS, (1)2, 1-26.

Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford University Press.

Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, (19)3, 221-246.

Koprowski, M. (2005). Investigating the usefulness of lexical phrases in contemporary course books, ELT Journal, (59)4, 322-332.

Nassaji, H., & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, (14)4, 397-419.

Nourbakhsh Kolaei, N., Yarahmadi, M., & Maghsoudi, M. (2013). The effect of task-based approach on Iranian EFL learners’ reading comprehension ability. Indian Journal of Fundamental and Applied Life Sciences ISSN, (2)4, 22-35.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Oe, Y., & Alam, Y. (2013). Picture-based e-learning of English phrasal verbs: A comparative study of the use of pictures and L1 glosses. International Journal of Humanities & Arts Computing, (7), 222-233.

Oxford Collocations Dictionary, 2nd Edition (2009). Oxford, Oxford University Press.

Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.

Richards, J. C., & Rogers, T. S. (2001). Approaches and methods in language teaching (2nd Ed.). Cambridge: Cambridge University Press.

Richards, J. C. (2006). Communicative language teaching today. New York: Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Sarani, A., & Sahebi, L. (2012). The impact of task-based approach on vocabulary learning in ESP courses. English Language Teaching, (5)10, 118-128.

Schmitt, N., & Siyanova, A. (2007). Native and nonnative use of multi-word vs. one-word verbs. International Review of Applied Linguistics, (45), 109-139.

Tajalli, G. (2007). Idioms and metaphorical expressions in translation. SAMT Press, Tehran, Iran.

Thanh, L. N., & Huan, N. B. (2012). Task-based language learning and student motivation in vocabulary acquisition. Language Education in Asia, (3)1, 106-120.

Van den Branden, K. (2006). Task-based language teaching: From theory to practice. Cambridge: Cambridge University Press.

Wei, Y. H. (2004). A teaching research on task-based approach. East-China Normal University Publisher.

White, B. J. (2012). A conceptual approach to the instruction of phrasal verbs. The Modern Language Journal, (96), 419-438.

Willis, D., & Willis, J. (2012). Doing task-based teaching. Oxford, UK: Oxford University Press.

Woolard, G. (2001). Collocation encourages learners' independence. In M. Lewis (Ed.), Teaching collocation: Further development in the lexical approach (pp. 28-46). Oxford: Oxford University Press.




DOI: http://dx.doi.org/10.46827/ejfl.v0i0.2630

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).