“Title: Vocabulary Learning Strategies: Phrasal Verbs”

1

Süleyman Demirel University FACULTY OF PHILOLOGY

AND EDUCATIONAL SCIENCES

FOREIGN LANGUAGES DEPARTMENT

05B011900 Foreign Language: Two Foreign Languages

[English – French] [English – Turkish] [English – Chinese]

[ TFL 305 ] Contemporary Methods of

Foreign language teaching

(A three-credit compulsory undergraduate course of teaching English as a foreign language)

COURSE PROJECT

“Title: Vocabulary Learning Strategies: Phrasal Verbs”

WRITTEN BY:

Ayaulym KHAMITZHANOVA

ACADEMIC ADVISOR:

Yusuf YAYLACI

ALMATY OBLAST, 2013

2

CONTENT

Abstract…………………………………………………………….………….. 3

Introduction…………………………………………………………….……… 4

Chapter One: Literature Review …………………………………….…………6

Chapter Two: Methodology……….………………………………….……….14

Chapter Three: Results ……..…………………………………….……........... 20

Conclusion ………………………………………………………………….…24

References……………………………………………………………………...26

Резюме / тұйін / translation of the summary ………………………………… 27

Review …………………………………………………………………………28

Appendices …. ..……………………………………………………………….30

3

Abstract

Language learning strategies are specific actions that taken by learners to make

learning easier, faster, more enjoyable, more self-directed, more effective, and

more transferable to new situations (Oxford 1990 p.8) The research object is to

prove given hypotheses by Oxford‟s learning strategies, in this research memory

strategies and cognitive strategies are taken. Hypothesis: “If we use visual aids

in vocabulary teaching then it is more effective in retention of new phrasal

verbs”, the additional hypothesis “Translation in vocabulary teaching is

commonly used” In order to prove hypotheses the quantitative experiment was

done and additional questionnaire to prove second hypothesis. Sample of the

research is sixty 8th grade students and ELT teachers of state school named after

S.Kerimbekov. Both hypotheses were supported by the experiment.

4

Vocabulary Learning Strategies: Phrasal Verbs

Introduction

1. Aim of the study

The main object of the study is to find out which strategy is more effective in

learning phrasal verbs at state schools.

2. Statement of the problem

Vocabulary learning is the actual problem in foreign language learning from

ancient times. Nowadays a problem of most EFL teachers in Kazakhstan is

neglecting of students‟ knowledge of language learning strategies. In the other

word, first should be taught not language but it is way of learning, it would be

better if language learning strategies and language itself taught parallel.

3. Significance of the research

As a feature teacher it is needed to know what kind of ways there are to teach

vocabulary in easy way for me and learners. It is important and fundamental

part of language learning. There are a lot of types of language learning

strategies, which I found essential for language learning. There is no doubt

that one of the most difficult parts in language is phrasal verbs, I believe that

language learning strategies make the process of learning phrasal verbs easier

and more effective.

As many scholars claimed that using strategy is more effective and can help

learning language faster and easier. In EFL class teacher should first teach

language learning strategies in order to avoid misunderstanding or just help

students.

A lot of researches have done in the area of language learning strategies. As

Nation said vocabulary learning strategies are part of general language learning

strategies. (2001). There are some definitions of language learning strategies and

vocabulary learning strategies.

5

Oxford gave definition for LLS “specific actions that taken by learners to make

learning easier, faster, more enjoyable, more self-directed, more effective, and

more transferrable to new situations”(Oxford 1990 p.8) She divided strategies

into two categories direct strategies and indirect strategies. Direct strategies are

Cognitive strategy, Memory strategy and Compensation strategy. Indirect

strategies are Metacognitive, Affective and Social strategies.

O‟Malley claims that most language learning strategies are used for completion

vocabulary learning task (1990)

According to Schmitt “Vocabulary learning strategies could be any action which

affects this rather broadly-defined process” (1997 p.203)

Cameron “Vocabulary learning strategies are action that learners take to help

themselves understand and remember vocabulary” (2001 p. 92)

Chamot and O‟Malley affirm importance of language learning strategies. They

said that strategies represent the dynamic processes underlying learning; active

learners are better learners; they can be learned; academic language learning is

more effective with learning strategies; learning strategies transfer to new tasks.

(1994 p.60)

Phrasal verbs should be taught by using different kind of visual aids and in

target language. In order to define what kind of strategies are more effective, an

experiment is done at the state school. My subjects are EFL learners in

elementary and pre-intermediate level.

4. Hypothesis

“If we use visual aids in vocabulary teaching then it is more effective in

retention of new phrasal verbs”. At school teacher usually translate phrasal

verbs‟ meaning and rarely used visual aids but till now I remember lessens

with pictures and videos. It is my own experience that is why I want to

support this hypothesis. There is one more hypothesis which is needed to

compare with given statement. “Translation in vocabulary teaching is

commonly used” this is additional hypothesis, also from my experience as a

learner.

6

Chapter one

Language learning strategies and their importance

Research has shown that the use of specific learning strategies and techniques

while studying a second or foreign language leads to success. "The conscious,

tailored use of such strategies is related to language achievement and

proficiency. (Oxford, 1994.) In language learning strategy means achieve

language acquisition. The origin of word “strategy” from ancient Greek word

“strategia” which means steps or actions taken for purpose of winning a war,

now we use it as steps for achieving something in that case learning language

effectively. As Krashen defined language can be learned and acquired.

Language acquisition is subconscious input of language which leads to

conversational fluency. Language learning, in the other hand, is conscious

knowledge of language through academic learning of grammar, vocabulary and

structure rules. He claimed that language learning cannot lead to acquiring of

language. Given target language of the course is English, which is foreign

language in the Republic of Kazakhstan. In order to make a condition of

effective learning, the language should be learnt by the most effective way.

There are a lot of ways of making language learning process more effective and

pleasant. Scholars made researches in the area of language learning strategies

and other ways of learning.

Rubin and Naiman’s works

Research into language learning strategies began in the 1960s. One of the first

researchers in the area was Rubin. In order to define language learning

strategies, Rubin and Naiman identified characteristics of effective learners

(Rubin 1975; Naiman 1978 ). In Rubin‟s research students apply learning

strategies while learning second language and these strategies can be descried

and classified. He primarily classified strategies as – strategies that directly

affect learning and processes that contribute indirectly to learning. Then he

represented secondary strategies. They are Classification/verification,

monitoring, guessing/inductive inference, deductive reasoning, practice, crates

opportunity to practice, production tricks. (Rubin 1981). According to Naiman

successful second language learners use the following six strategies: select

language situations that allow one's (learning) preferences to be used, actively

involve themselves in language learning, see language as both a rule system and

a communication tool, extend and revise one's understanding of the language,

learn to think in the language, address the affective demands of language

learning(1975). (Cited in O’Melley,Chamot 1990)

7

Oxford’s classification of language learning strategies

Later number of researchers made an effort to develop classification of language

learning strategies scheme (Rubin 1987, Cohen 1990, Oxford 1990, Weden

1991). Oxford‟s classification of strategies is more comprehensible and

detailed. Learning strategies described by Scarcella and Oxford as “specific

actions, behaviors, steps and techniques – such as seeking out conversation

partners or giving oneself encouragement to tackle a difficult language task-

used by students to enhance their own learning” (1992) (Cited in Oxford 2003)

Oxford analyzed existing research and found how the following factors

influence to the choice of students who use strategies. (1990a)

Motivation. Motivated students tended to use strategies more than less

motivated students.

Gender. Female students use greater overall strategy than male students in many

studies.

Cultural background. Rote memorization and other forms of memorization were

more prevalent among some Asian students than among students from other

cultural backgrounds. Certain other cultures also appeared to encourage this

strategy among learners.

Attitudes and beliefs. These were reported to have a profound effect on the

strategies learners choose, with negative attitudes and beliefs often causing poor

strategy use or lack of orchestration of strategies.

Type of task. The nature of the task helped determine the strategies naturally

employed to carry out the task.

Age and L2 stage. Students of different ages and stages of L2 learning used

different strategies, with certain strategies often being employed by older or

more advanced students.

Learning style. Learning style (general approach to language learning) often

determined the choice of L2 learning strategies. For example, analytic-style

students preferred strategies such as contrastive analysis, rule-learning, and

dissecting words and phrases, while global students used strategies to find

meaning (guessing, scanning, predicting) and to converse without knowing all

the words (paraphrasing, gesturing).

Tolerance of ambiguity. Students who were more tolerant of ambiguity used

significantly different learning strategies in some instances than did students

who were less tolerant of ambiguity. (Cited in www.cal.org)

Oxford (1990) believes that the goal of language learning strategies is

orientation towards the development of communicative competence. Oxford

classified language learning strategies into two, direct and indirect, which are

subdivided into six groups. According to Oxford‟s system metacognitive

strategies help learners to regulate their learning. Affective strategies are

concerned with the learner's emotional requirements such as confidence, while

social strategies lead to increased interaction with the target language. Cognitive

8

strategies are the mental strategies learners use to make sense of their learning,

memory strategies are those used for storage of information, and compensation

strategies help learners to overcome knowledge gaps to continue the

communication. Oxford's (1990) taxonomy of language learning strategies is

shown in the following: Direct strategies:

Memory strategies (creating mental linkages, applying images and sounds,

reviewing well, employing action).

Cognitive strategies (practicing, receiving and sending messages strategies,

analyzing and reasoning, creating structure for input and output).

Compensation strategies (guessing intelligently, overcoming limitations in

speaking and writing).

Indirect strategies:

Metacognitive strategies (centering your learning, arranging and planning your

learning, evaluating your learning).

Affective strategies (lowering your anxiety, encouraging yourself, taking your

emotional temperature).

Social strategies (asking questions. cooperating with others, empathizing with

others). (Hismanoglu 2000)

O’Malley and Chamot

Oxford classified strategies as it is written before by motivation level, cultural

background, gender and etc. In the other hand O‟Malley and Chamot analyze

language learning strategies as cognitive skills and make stages of using

language learning strategies:

1. Cognitive stage. Learners may aware about strategies and know that they

use them in different tasks.

2. Associative stage. Transitional period when learners start to use learning

strategies automatically without thinking about this.

3. Autonomous stage. Learners may use and apply strategies automatically.

(1990)

In their research three strategies were identified, cognitive, metacognitive,

affective /social. Metacognitive strategies consider learning processes which are

not involved directly, such as monitoring, assessing learning, planning and

analyzing. In contradistinction, cognitive strategies directly manipulate and

9

involved elements of mental processing in learning. Social strategies are

strategies in which learners interact and cooperate with others in learning

process.

O‟Malley and Chamot include some strategies as interesting, rehearsal,

organizing, deducting, imagery, elaboration and transfer. (1990)

Chamot believes that “Differences were more apparent between younger and

older students than between more and less effective language learners” (2001)

Here we can see that here hypothesis is against of Ruin and Naiman‟s, who

identified effective strategies by effective learners. (1975,1978) Chomot found

that older children used more metacognitive strategies and top-down processing

strategies, while younger and less-effective language learners used a greater

number of decoding strategies, which are typical of bottom-up processing.

An important finding of her research was that different strategies used by

different ages and as the result it can help us to choose particular strategies to

different levels.(2001)

Wendon’s and Cohen’s views

There are some other strategies which are briefly written here.

Wenden‟s (1983) mostly focused on adult foreign language learners and

classified strategies according to their needs in order to direct learning process.

She focused on what O‟Malley and Chamot call meta-cognitive strategies. Her

framework was appreciated as a basis for the later EFL learners‟ training. There

are three categories of language learning strategies: “Knowing about language

and relating to what language and language learning involves”; “Planning

relating to the „what‟ and „how‟ of language learning”; “Self-evaluation. It

relates to progress in learning and learner‟s responses to the learning

experience”.

Cohen (2000) claimed that learners must consciously select language learning

and language use strategies. The goal of language learning strategies is improve

learners‟ knowledge of target language. They are cognitive strategies, meta-

cognitive strategies, affective strategies and social strategies.

While language use strategies focus on helping students utilize the language as

much as possible. They are retrieval strategies, rehearsal strategies, cover

strategies, and communication strategies.

Vocabulary learning strategies

Vocabulary learning is one of the most important parts of language learning. In

order to learn vocabulary we can use language learning strategies as well.

10

Vocabulary learning strategies is comparatively new area of study. Till now

individual vocabulary learning strategies have been researched, we can name

several of researchers: Lawsan and Hogben, Avila and Sadoski, van Hell and

Mahn. But only two researchers investigate vocabulary learning strategies as a

whole.

Stoffer is one of the first researchers in vocabulary learning strategies area. She

made a list of strategies by factory analysis of 53 items. There are nine

categories of vocabulary learning strategies:

1. Strategies involving authentic language use

2. Strategies used for self-motivation

3. Strategies used to organize words

4. Strategies used to create mental linkage

5. Memory strategies

6. Strategies involving creative activities

7. Strategies involving physical action

8. Strategies used to overcome anxiety

9. Auditory strategies (Kudo)

Schmitt (1997) took advantage of Rebecca Oxford‟s (1990) classification of

learning strategies containing memory strategies, cognitive strategies,

metacognitive strategies, and social strategies, and the Discover/Consolidation

distinctions suggested by Cook and Mayer to propose an extensive taxonomy of

vocabulary learning strategies. It can be divided into two classes. Five groups

are included in these two classes.

I. Strategies are used for the discovery of a new word‟s meaning. The strategies

are used to discover a new word‟s meaning without recourse to another‟s

expertise when learners don‟t know a word. For instance, learners can use a

dictionary, analyze any available pictures or gestures or guess meaning from

textual context.

II. Strategies are used for consolidating a word once it has been encountered

The strategies (traditionally known as mnemonics) involve connecting the word

to be retained with some previously learned knowledge, using some form of

imagery, or grouping. A new word can be integrated into many kinds of existing

knowledge (i.e. previous experiences or known words) or images can be

custom-made for retrieval (i.e. images of the word‟s form or meaning attributes).

11

Picture/imagery: Learners study new words with pictures of their meaning

instead of definition.

Related words: New words can linked to L2 words that the student already

knows. Usually this involves some type of sense relationship, such as

coordination (blue – other kinds of color like red, purple or white), synonymy

(beautiful-pretty), or antonym (dead-alive).

Unrelated words: Learners can also link words together that have no sense

relationships. One way of doing this is with “peg” or “hook” words. One first

memorizes a rhyme like “one is a bun, two is a shoe, three is a tree etc.” Then an

image is created of the word to be remembered is chair, then an image is made

of a bun (peg word) resting on a chair. Recitation of the rhyme draws up these

images, which in turn prompt the target words.

Grouping: It is an important way to aid recall, and people seem to organize

words into groups naturally without prompting.

Word‟s orthographical or phonological form: It involves focusing on the target

word‟s orthographical or phonological form to facilitate recall. One can

explicitly study the spelling or pronunciation of a word. Other options are to

visualize the orthographical form of a word in an attempt to remember it, or to

make a mental representation of the sound of a word, perhaps making use of

rhyming words. The Keyword Method entails a learner finding a L1 word which

sounds like the target L2 word, i.e. the English word cat for the Japanese word

katana (sword). Then an image combing the two concepts is created, such as a

samurai cat waving a sword. When the L2 word is later heard, the sound

similarity invokes the created image which prompts the L2 word‟s meaning.

(Cited in fshare.stust.edu.tw)

These are final results of the researches in vocabulary learning strategies, as we

see there is a little difference between language learning strategies and

vocabulary learning.

As we see vocabulary learning strategies is important aspect of language

learning. In order to make it more specific let‟s take one area of vocabulary –

phrasal verbs. The term phrasal verb is commonly applied to two or three

distinct but related constructions in English: a verb and a particle and/or

a preposition co-occur forming a single semantic unit. This semantic unit cannot

be understood based upon the meanings of the individual parts in isolation, but

rather it must be taken as a whole. In other words, the meaning is non-

compositional and thus unpredictable. (en.wikipedia.org) It is classical

terminology of phrasal verb.

Some researches have been done in vocabulary teaching to young learners,

study. Below you can see vocabulary learning strategies to young learners.

Strategy use changes with age, and successful and less successful learners vary

12

in what strategies they use and in how they use them. Teachers have to

encourage young learners to adapt vocabulary learning strategies:

1. Guessing meaning

2. Noticing grammatical information about words

3. Noticing links to similar words in first language (cognates)

4. Remembering where a word has been encountered before

5. World knowledge (Linse, 2005, p. 7)

Definition Phrasal verb

Azar (1989 p. A26) give definition to phrasal verb as combination of a verb plus

preposition or particle. Swan (1980 p. 492) made otherness between

prepositional verbs which are defined as combination of preposition and verb

(look after), verb and particle‟s combination is phrasal verb (put up).

Jepersen (1928) defines phrasal verbs as:

"( short) verbs are frequently used in connection with adverbs and prepositions

in a way that the meaning of the combination can be in no way deduced from the

meaning of the meaning of each word separately, for instance put in, put off, put

out, put up, make out, make for, make up, set down, set in, set out, set on, set

up…"

(Cited in Fraser, 1976 p.64).

Problems in learning phrasal verbs

Lessart-Clouston (1993 p. 15-6) described the issues in phrasal verbs learning.

The most important and problematic issue according to Lessart-Clouston in

learning phrasal verbs is that „the meaning usually unclear, even if the student

knows the individual verb and the preposition or particle”. The next difficulty is

that “one verb may be used with many prepositions and particles, with very

difficult meanings”. A similar issue is that “each verb plus preposition /particle

combination may have several different meaning. One of the problem for ESL

an EFL students learning English phrasal verbs by Lessart-Clouston is that “they

can be transitive, intransitive or both”, “phrasal verbs may pose a problem with

phrasal verbs”. There are a lot of problems, I mentioned some of them. In order

to make learning easier we can use language learning strategies. Marks (2006)

suggested that learners can use strategies for learning phrasal verbs and he

advice following strategies:

1 Focus on the verb

13

2 Focus on the particle

3 Contextual linking

4 Same phrasal verb, different meanings

Hypothesis

The hypothesis of the research is “If we use visual aids in vocabulary

teaching then it is more effective in retention of new phrasal verbs.” In order

to find effectiveness of visual aids as a strategy in language learning, it

compares with another strategy - translation. Using visual aids in language

learning is memory strategy and translation is cognitive strategy from

Oxford‟s classification, there is taxonomy from which we can see it.

Another hypothesis in the research is “Translation in vocabulary teaching is

commonly used in state schools”, which is important in order to clarify the

main hypothesis. Below you can see taxonomy of two strategies by Oxford.

Oxford's (1990 p.17) taxonomy of language learning strategies:

I. Memory

A. Creating mental linkages

Grouping, Associating/elaborating, Contextualizing words

B. Applying images and sounds

Imagery, Semantic Mapping, Keywords, Sounds in Memory

C. Reviewing well

Reviewing after increasingly longer intervals of time

D. Employing action

Physical response or sensation, mechanical techniques

II. Cognitive

A. Practicing

Repeating, Formally, Formulaics, Recombining, Naturalistically

B. Receiving and sending messages

Getting the idea quickly, Using resources

C. Analyzing and reasoning

Deductive, Expression analyzing, Contrastively across languages, Translating,

Transferring

D. Creating structure for input and output

Taking notes, Summarizing, Highlighting

There are full descriptions of Memory strategies and Cognitive strategies by

Oxford herself.

14

“Memory-related strategies help learners link one L2 item or concept with

another but do not necessarily involve deep understanding. Various memory-

related strategies enable learners to learn and retrieve information in an orderly

string (e.g., acronyms), while other techniques create learning and retrieval via

sounds (e.g., rhyming), images (e.g., a mental picture of the word itself or the

meaning of the word), a combination of sounds and images (e.g., the keyword

method), body movement (e.g., total physical response), mechanical means

(e.g., flashcards), or location (e.g., on a page or blackboard) (see Oxford, 1990

for details and multiple examples). Memory-related strategies have been shown

to relate to L2 proficiency in a course devoted to memorizing large numbers of

Kanji characters (Kato, 1996) and in L2 courses designed for native-English

speaking learners of foreign languages (Oxford & Ehrman, 1995). However,

memory-related strategies do not always positively relate to L2 proficiency.

In fact, the use of memory strategies in a test-taking situation had a significant

negative relationship to learners' test performance in grammar and vocabulary

(Purpura, 1997).

Cognitive strategies enable the learner to manipulate the language material in

direct ways, e.g., through reasoning, analysis, note-taking, summarizing,

synthesizing, outlining, reorganizing information to develop stronger schemas

(knowledge structures), practicing in naturalistic settings, and practicing

structures and sounds formally. Cognitive strategies were significantly related to

L2 proficiency in studies by Kato (1996), Ku (1995), Oxford and Ehrman

(1995), Oxford, Judd, and Giesen (1998), and Park (1994), among others. Of

these studies, three were specifically in EFL settings: Ku (Taiwan), Oxford,

Judd, and Giesen (Turkey), and Park (Korea). The other two studies involved

the learning of Kanji by native English speakers (Kato, 1996) and the learning of

various foreign languages by native English speakers (Oxford & Ehrman,

1995).” (Cited in Oxford 2003)

Chapter two

Purpose of the research

I make quantitative research, experiment. Population is all Elementary level

learners of EFL in Kazakhstani state schools. State schools in Kazakhstan are

not focused in English language learning. They have English lessons twice a

week for one hour each day.8 grade students must be in elementary level.

The experiment take place in the state school named after S. Kerimbekov. There

are two groups 8”A” and 8”B”, in each group 30 learners, so sample is 60

learners.

15

Plan of the experiment

The experiment consists of three parts: the first – pre-test, the second – main

part (experiment) and the third – feedback (post-test).

Before pre tasting, I made a questionnaire among the teachers of the school

named after Kerimbekov. There are four teachers of EFL, they all were sample.

Questionnaire consists of three questions. First, do you use translation in

teaching phrasal verbs? Second, how often do you use it? Last one was, is it

effective according to the knowledge of learners? In order to prove the main

hypothesis, additional hypothesis is necessary. Teachers of the school asked not

to mention their names in the research paper but they allowed use their first

names only.

Pre-test

The first step of the experiment is defining the level of groups according to their

marks and English language level, in order to have the same condition during

the experiment. The average current marks‟ of groups are given in table 1.1.

Respondents of pre-test were 60. From the results we can see that average marks

of groups are similar. Then pre-test was taken from students so as to know their

English level. There are 15 questions in pre-test. You can see the list in

appendix. I took it from examenglish.com it is the test by which we can know

the level of students‟ English language. There is interpretation of test results in

table 1.2. According to that we can see that groups are in the same level,

elementary (table 1.3). Unknown phrasal verbs were defined in order to make

the same state during the explanation. Pre-test and phrasal verbs‟ list were in one

paper.

There are twenty two phrasal verbs in the list. All phrasal verbs are basic of

wide used verbs. Three words were taken to explain in the experiment. Chosen

phrasal verbs: “put on”, “take care of”, “look out”.

25, October 2013 pre-test was taken.

It takes 25 minute, 5 minute for a teacher who explained them who I am, what I

want from them and to calm them down, 5 minute I explained learners about the

test and the list of phrasal verbs. Students were not allowed using dictionaries,

gadgets and books. They didn‟t have to write their names but only group.

In the list they had to match known phrasal verbs and write definition in any

language or translation of the words. 15 minute they match the test and work

with the list. Students started to bring papers to me after that I wait for 5 minute

in order to not grow anxiety. After time was up I collect all the papers. Students

asked a lot of question about why I need it if I am their teacher from that time.

16

Pre-test results were predictable because they are in 8th grade but from the table

we can see that there are pre-intermediate level learners, also there are some

student with lower level. But in average whole group‟s level elementary.

The groups‟ current average marks

groups Number of

students

Number of

current mark

Separate marks AVERAGE

“5” “4” “3” “2”

8”a” 31 114 17 34 58 5 3,55(1,9)

8”b” 30 110 10 41 59 0 3,55(1,9)*

Table 1.1(Average marks of groups without lower (“3”,”2”) marks)

Beginning 1-2

Elementary 3-5

Pre-intermediate 6-8

Intermediate 9-11

Upper-intermediate 12-13

Advanced 14-15

Table 1.2

Beginning Elementary Pre-intermediate AVARAGE

8”A” 2(“2”-2 students) 22(“3”-5, “4”- 6,

“5”-11 )

6 (“6”-5, “7”-1) 4,5

8”B” 2(“1”-1,”2”-1 ) 20(“3”-5, “4”-6,

“5”-9)

8(“6”-5, “7”-3) 4,6

Table 1.3

Main part of the experiment

After two weeks the main part was taken. Phrasal verbs were explained by

visual aids and in target language in group “A”, memory strategy. In the other

hand they will be explained by giving definition in L1 in group “B”, cognitive

strategy. Groups must be in the same condition by their knowledge, given tests

17

and examples, also the level of explanation must be the same. You can see the

table of the experiment‟s condition in table 2.1, which was explained above.

Groups Pre-

test

Phrasal

verbs

Explanation Visual

aids

Examples Post-test

8”A” Same Same Target

language

Same Same

8”B” Same Same L1 No Same Same Table 2.

Date of the experiment: November 15th, 2013. Lessons was shot on video.

Experiment in 8”A”

Time of the experiment: 10.25 -11.20 am

Sample: 30

Respondents: 28

It took whole lesson 45 minute.

At the beginning of the lesson in order to calm them down, catch their attention

and make them active during the lesson I said them that I am also learner and it

is my home task if they help me (don‟t disturb the lesson and be active) I will

take better mark and as a reward I said them if there is enough time we would

play a game. After they were quiet enough I started the lesson.

I asked them whether they know what phrasal verb means in L1.Then I hang

pictures with illustration on the board with written form above, also hand out the

pictures (give students in the first row to distribute them) and ask learners to

guess what words mean by pictures. After their guessing I explained meaning by

myself in target language and wrote two examples for each on the blackboard,

and ask them if it is clear or not. After explanation I asked them to give

examples in English, I gave instruction in target language may be that increased

their anxiety they didn‟t respond and I repeat it in Kazakh and allow them to

give examples in L1 and together translate it, after several examples they started

to give their own in English. Then we made a competition among rows who

write more examples on the blackboard. We didn‟t have a time to play the game.

18

Experiment in 8 “B”

Time of the experiment: 11.25-12.10 am

Sample: 30

Respondents: 28

It took 35 minute.

I started the lesson as in “A” group.

First I asked them what phrasal verb means after their responds I wrote on the

blackboard three phrasal verbs and asked them if they know words or not. Then

I asked if they know the meanings of verbs. I first give translation of verbs then

phrasal verbs. After explaining the meaning of one phrasal verb, two examples

were written on the blackboard. Then I ask students to give their own examples.

After completing explanation students were asked to give their examples in

target language they first say their examples than if it is not correct others

correct it and example was written on the blackboard. Then there was

competition as in previous class. They were active and give simple examples in

English and if there was a problem they asked. All examples were written in

notebooks. There was some time to play the game as I said. We played the

“Crocodile”.

Post-test

Date of the post-test: December 22nd

, 2013

After a week post-test was taken. Post-test consists of three parts: filling the

gaps, matching pictures and translation. There six filling the gaps, three match

the pictures and four translation exercises overall thirteen. Condition of the

post-test was same in both groups.

We take post-test in order to find which strategy is more effective at the state

school.

Post-test in “A” group:

Sample 30

Respondents 27

Post-test in “B” group:

Sample: 30

Respondents: 25

19

Duration of the post-test: 20 minute

Result of the post test

Total Sum Percentage

“A” 27x13= 351 298 85%

“B” 25x13=325 215 67% Table 3.1

Result by each task

Total Correct Percentage

Fill in the gaps 6x52=312 195 62,5%

Match pictures 3x52=156 137 88%

Translate 4x52=208 167 81 % Table 3.2

Plan of the analysis

I need to prove both hypotheses. Data is analyzed by the results of post-test and

questionnaire. It is independent variable; I need identify cause of the result.

According to post-test result I define the cause of it. Questionnaire, as it is

written above, is for proving additional hypothesis. Answers for questions are

measured by counting teachers‟ answers and defined whether the result supports

my hypothesis or not.

Problems and limitations in data collection

The main problem in the beginning of the data collection was problem with a

parent of the student who didn‟t want her child participate in the experiment in

order to not disturb working process. After it I had to make some change in the

data collection if there had not been that problem there would have been three

groups and whole research would have been different.

One more problem was noise in classes and amount of students.

For completely proving of hypotheses much more time and sources are needed. I

suppose that to prove hypotheses in proper level, duration of the experiment

must be one semester for one group and there must be much more samples and

at least six groups.

20

Validity and Assumption of the research

I designed data collection by myself with the help of advisor. It must by well

valid. Because, I didn‟t find any researches with identical topic. All experiment

shot on video camera, if there is no errors in my research it must be reliable.

Assumption. The biggest one, I forgot about questionnaire and made it in the

end with post-test. But it must have been in the beginning. Others are okay I

suppose in order to check, I have all paper materials and also video materials

which is added in appendix.

Chapter three

Sample

There are 6o learners of eighth grade of state school named after Sayadil

Kerimbekov 32 girls and 28 boys, all are Kazakh. There are 15 boys and 15

girls in “A” group; and17 girls and 13 boys in “B” group. They all were friendly

and open for learning.

In pre-test learner didn‟t write their names on paper but in post-test I asked them

to write their names, in order to give results to their teachers, they asked me to

give it.

Result of the questionnaire

Sample four ELT teachers from state school. Validity of their answer, I think, in

a high level because they know me quite well. Questionnaire took less than 5

minute for each teacher. Furthermore, when students filled phrasal verbs list

they only gave translations of the words.

1. Do you use translation in teaching phrasal verbs?

2. How often do you use it?

3. Is it effective according to the knowledge of learners?

Question 1 Question 2 Question 3

Mrs. Anar Yes once a month Slightly agree

Mrs. Samal Yes Every time Totally agree

Mrs. Bagdat Yes Every time Totally agree

Ms. Zhuldyz Yes Every time Slightly agree Table 4

21

Table 4 support the additional hypothesis “Translation in vocabulary teaching is

commonly used in state schools”. It means that teachers from this school prefer

cognitive strategies in EFL teaching.

Results of pre-test.

It was first time I was in these groups and students were very curious. As a

result they tried to use dictionaries, books and cellphones in order to get higher

mark. But after, I said them that they didn‟t have to write their names, I hoped

that it influence to validity of the result. As a result we can see that pre-test was

valid.

Diagram 1

From diagram 1 we see that the level of groups quiet the same. Average level of

students English is elementary.

Result of the post-test

During the post-test students asked me if it was a test according to my lust

lesson. Respondents were lower than in the main part of the experiment.

Diagram 2 shows us the results of groups in average. Here clearly shown that

“A” groups results are higher. Let‟s remind which strategy we used in that

group. Memory strategy was used, if make it more specific pictures were used

in the experiment. There were 12 pictures, four pictures to each phrasal verb

0

5

10

15

20

25

Beginning Elementary Pre-intermediate

"A"

"B"

22

they were classified. Students easily find what about these pictures in Kazakh

language by guessing. Only after that I gave an explanation in target language.

Their results may be higher because of the hand outs with pictures, they can

practice with it at home, but “B” group, which is used cognitive strategy,

translation, also have written examples in their notebooks. Note taking also one

of the cognitive strategies, which is used only in “B” group. This diagram 2

supports our hypothesis about visual aids. It doesn‟t mean that memory

strategies are more effective in vocabulary learning, because of the limitations as

time and source. The experiment can‟t totally show as clear which strategy is

more effective. It just supports my hypothesis.

Diagram 2

From the diagram 3 we see that in total sum matching the picture exercise are

done better than others in total sum of two groups. The cause of it may be

guessing, which is commonly used in memory strategies. There are only three

pictures by logical chain they may found answers. Then translation exercises

are higher, I think it is because of the teachers strategies, as we see from the

results of questionnaire, they usually use translation in vocabulary learning. That

is why students‟ response in this exercise might be higher.

0

10

20

30

40

50

60

70

80

90

group "A" group"B"

average

23

Diagram 3

By all exercises “A” groups results are higher. It might be because of different

teachers of groups, gender or some other factors that I don‟t know. There is no

doubt that quality of the lesson was the same without differences in using

strategies or maybe there is an error which is unknown for me now.

Diagram 4

fill in the gaps

match pictures

translat

0

10

20

30

40

50

60

70

fill in the gaps match pictures translate

group "A"

group"B"

24

Results are not totally satisfied me because given time is not enough for real

research. From the very beginning of the lesson I noticed that relationship

between learners in “A” group is good, because they all tried to help each other,

it also might be the cause of the result as we see in all categories “A” group‟s

results higher, or indeed, memory strategies which is used in that group are more

effective in order to discover it we need time.

Conclusion

Summary

It was quantitative research, experiment. Experiment divided into three steps and

additional questionnaire. Sample was 60 learners of 8 grade students from state

school named after Kerimbekov. Pre-test‟s results showed that learners in

elementary level. Three phrasal verbs were taught for two groups, one lesson for

each. In one group I use memory strategy and in another group phrasal verbs

taught by cognitive strategy. Post-test was taken according to phrasal verbs,

which are taught before.

Suggestions and recommendations

My research results support the hypothesis. “A” group‟s results are higher it

means that memory strategies indeed, effective or that there are other factors

which influenced to the process of data collection or in the result itself. In the

beginning of the research I supposed that results must be quite different. Results

of groups mustn‟t be so different. But anyway we can see the result and it

support given hypothesis. But it would be better if there was more time that I

can make an experiment in classes longer and the result would be much better.

If I did it again I would change nothing but add more groups, for example four,

and make questionnaire before the experiment. also I would change my post-test

and do it in other way. there would be three parts but I would give them

seperetly.

Experiences that I take from the research

A lot of things can take from that research itself and from the process of data

collection.

25

The research has started on October from literature review. Long time I needed

to find really good topic. This research gave me opportunity to analyze

information and find really good things from ruins of information. I have read a

lot of books about language learning strategies, vocabulary learning techniques

and phrasal verbs. Now, I know lots of useful information which ELT teacher

need. Such as, how choose relevant topic for the research. Then in process of

literature review, what strategies are, how choose strategies according to gender,

nationality, and other psychological factors. By the end of the literature review I

know what kind of strategies I really need as a teacher and also student.

When I collect the data I was really nervous because it is my first experience as

a teacher of whole group without any other teachers in the classroom. I very like

it, learners want to take more information and learn it better I really shocked

when several students came up to me after the lesson and ask to explain the

topic which I explain them when their teachers ask me to be in class for one

lesson. It was really good experience. I feel myself as a real teacher. After the

data collection completed I went to the school several times, in order to be a

teacher of them for a lesson. There was a conference and vice principle asked

me to replace teacher.

As I said I was nervous and made some spelling mistakes on the blackboard and

after I complete writing I realize it, and asked student what is wrong there.

When I said about this situation to their teacher she said that it is normal,

inexperienced teacher can use this technique in order to correct mistakes.

I want to continue this research probably in my feature diploma project. Then I

will have more time and won‟t spend a lot of time to literature review. As a

suggestion to my work I would make it in different schools in different cities as

Almaty and Kaskelen.

For the help in the research I want to thank Saniyazova Symbat, who helped me

in shooting video and principle of the school, Masimakynov S.U., who allows

me to make an experiment in his school.

26

References

1. Azar B. 1989 “Understanding and using grammar Prentice Hall”A26

2. Cameron L, “Teaching Vocabulary to Young Learners” Cambridge

University Press 92

3. Chamot, A.U., & O'Malley, J.M. 1994. “The CALLA handbook:

Implementing the cognitive academic language learning

approach.Reading”, MA: Addison-Wesley.

4. Chamot Anna Uhl 2001 “ THE BRIDGE: FROM RESEARCH TO

PRACTICE Teaching Learning Strategies in Immersion Classrooms” The

George Washington University

5. Cohen, A.D. 1998, 2000. “Strategies in Learning and Using a Second

Language”. Addison Wesley Longman

6. Foster, M. (1958). “Translation from/ into Farsi and English”.

7. Hismanoglu , M 2000 “Language Learning Strategies in Foreign

Language Learning and Teaching” Hacettepe University (Ankara, Turkey)

2-5

8. http://examenglish.com/IELTS/index.html

9. http://iteslj.org/Articles/Hismanoglu-Strategies.html The Internet TESL

Journal

10. http://fshare.stust.edu.tw/retrieve/78801/index.html

11. http://www.cal.org/resources/digest/oxford01.html

12. http://en.wikipedia.org/wiki/Phrasal_verb

13. http://livescripts.blogspot.com/2012/05/strategies-to-learn-phrasal-

verbs.html

14. Kudo Y. “L2 Vocabulary Learning Strategies” University of Hawai’i

15. Lessart-Clouston, M 1993 “Catching on: understanding Phrasal verbs for

ELT” Journal of Theory and Practice

16. Lince,2005http://ocw.metu.edu.tr/pluginfile.php/2289/mod_resource/content

/0/WeekIV_TeachingVocabulary.pdf

17. Marks, J. 2006 “Wildly irregular or no longer insuperable?”

magazine: Macmillan Phrasal Verbs Plus, Macmillan Publishers Limited.

18. O'MALLEY, CHAMOT, Anna U. 1990, " Learning strategies in second

language acquisition” Cambrige university press

19. OXFORD, R. 1990. “Language Learning Strategies: What Every Teacher

Should Know”. New York: Newbury House Publishers.

20. OXFORD, R. 2003 “ Language learning styles and strategies: an

overview” GALA

21. Swan, M 1980 “Practical English Usage”. Oxford University Press 490

22. Wenden,A & J.Rubin.1987. “Learner Strategies in Language Learning.

Englewood Cliffs”, NJ: Prentice Hall

27

Түйін

Сөздік қорды кеңейту стратегиялары: етістікті сөз тіркесі.

Бұл жұмыста қозғалатын мәселе - тіл үйрену стратегиялары арқылы

ағылшын тілінің етістікті сөз тіркестерін үйренудің оңай және тиімді

жолдарын қарастыру. Р.Оксфордтың стратегиялар классификациясы

бойынша, есте сақтау стратегиялары мен танымдық стратегиялары негізге

алынды. Оны зерттеу үшін орта мектепте эксперимент жүргізілді.

28

Review

It would seem to appear that many learners have difficulties in memorizing

phrasal verbs. Thus, it was a good idea to explore this problem in order to check

whether visuals refine the learning process. As for me, as a future teacher I‟ve

taken into consideration suggested strategies so as to make phrasal verb learning

easier and more productive. I‟ve enjoyed reading this work as it contributes to

methodological competence of pre-service and in-service teachers with a

substantial amount of useful information and the evidence provided by an

experiment. However, considering the time frame and limited amount of

participants, this study should be continued in the future and checked again.

Overall, the present research was a good combination of useful theory and its

fruitful implementation.

Abdrakhmanova Madina

29

Review of research work of Khamitzhanova Ayaulym .

This research paper explains us how we can teach children phrasal verbs. Here

we can understand that she wants to show us, which way of learning phrasal

verbs is better. She did an excellent work , I mean experiment , she thought two

different groups with two different methods, then she compared them. And

phrasal verbs are very important, because English language is closely linked

with phrasal verbs, and students should learn them by hard.

Saniyazova Symbat

30

Appendices

Appendix 1(Questionnaire)

Name_______________________________________

1. Do you use translation in teaching phrasal verbs?

Yes No

2. How often do you use it?

A.Every time B. Once a week C. Once a month D. once a year E. Never

3. Is it effective according to the knowledge of learners?

Yes No

31

Appendix 2(Pre-test)

There are 15 questions in this test. The questions get easier

1. I think that the problem Henry has raised is a major ……… for our society today.

A) theme B) issue C) point D) subject

2. Soldiers have been sent in to try to restore ……… in the area.

A)harmony B) order C) organization D) regulation

3. Jack’s parents ……… and so I am sure they would love to go to the exhibition.

A) like Picasso’s paintings very much B) like very much Picasso’s paintings C)much Picasso’s paintings like D) much like Picasso’s paintings

4. Suzie and John are planning to get married and ……… a lot of children.

A)have B) make C) bring D) get

5. Did you have any problems ……… our house?

A) to find B) finding C) for finding D) find

6. I must ……… for being so late.

A) regret B) excuse C) apologize D) pardon

7. How ……… have you and your family lived in this flat?

A) soon B) much C) often D) long

8. Carlos usually gets good marks at school ……… he doesn’t seem to spend much time studying.

A) although B) because C) unless D) even

9. When Tina was a little girl she used to ……… small glass animals.

A) collect B) play C) pick D) choose

10. ……… is Katie’s brother like?

A) How B) Which C) What D) Why

11. I love playing table tennis but I’m not very good ……… it.

A) at B) in C) with D) for

12. It’s hot in here — would you mind ……… the window?

A) open B) opened C) to open D) opening

13. Paul loves art and he would like to become a ……… .

A) cleaner B) singer C) mechanic D) painter

14. Jack loves working in Tokyo but he can’t ……… Japanese yet.

A) speak B) talk C) say D) tell

15. I didn’t like that writer’s first book but his second one is much more ……… .

A) easy B) excellent C) interesting D)expensive

32

Appendix 3(list of phrasal verb)

Білетін сөз тіркестерін белгілеңіз және аудармасын жазыңыз

1. get up ________________________________________

2. get to ______________________________________

3. look for ____________________________________

4. look like ___________________________________

5. turn off, switch off____________________________

6. turn on, switch on ____________________________________

7. go on__________________________________________________

8. look after ___________________________________________

9. look up___________________________________________

10. give up ___________________________________________

11. let s.o. down ___________________________________________

12. look into ___________________________________________

13. look forward to ________________________________________

14. make up ___________________________________________

15. get over___________________________________________

16. turn up ___________________________________________

17. look out ___________________________________________

18. call on___________________________________________

19. come back ___________________________________________

20. take care of___________________________________________

21. find out___________________________________________

22. come out___________________________________________

33

Appendix 5 (pictures)

34

Appendix 6

Post-test

1. Fill in the gaps with phrasal verbs

a) ___________! A train is coming

b) I _________ my pullover

c) I__________ my dog since it was very small

d) She warned me to _______ on the road

e) Asem, ________ your overcoat it is snowy outside

f) Mothers always __________ their children

2. Put down phrasal verbs under each picture

______________ ________________ _________________

3. Translate the sentences

a) Мен көзілдірігімді кидім

___________________________________________

b) Біз табиғатты қорғаймыз

____________________________________________

c) Look out! There is a car coming

_________________________________________

d) Ayan puts on his boots

____________________________________________

35

Appendix 7(Video)