THE EFFECT OF PERIPHERAL LEARNING ON IRANIAN EFL LEARNERS’ KNOWLEDGE AND RETENTION OF PHRASAL VERBS AMONG THIRD GRADE HIGH SCHOOL STUDENTS
Journal Title: Asian Journal Social Sciences & Humanities - Year 2017, Vol 6, Issue 3
Abstract
The current study aimed to identify the effects of peripheral approach on teaching phrasal verbs (PVs) on improving Iranian EFL learners' separable and inseparable verbs. In the first step, 75 male students from three high schools of Ramhormoz, Iran were selected. They were required to sit for a proficiency test (OQPT) to deduce their proficiency levels in terms of homogeneity. They were assigned to three groups including two experimental groups (i.e., inseparable and separable experimental groups) and one control group. Then, three different researcher-made pre-tests; each included 20 multiple-choice phrasal verb items were given to the three groups. After that, inseparable and separable PVs groups were taught peripherally. On the other hand, control group received traditional learning of grammatical patterns of PVs through using their text book. The treatment lasted 6 sessions for the experimental groups. After the treatment, the researcher administered the modified version of the pre-tests as the post-tests to measure the effectiveness of the peripheral learning on the participants' PVs learning. The collected data were analyzed through One-way ANOVA, Post-hoc Scheffe Test and Paired Samples Test. Results showed that there was a significant difference between the post- test scores of control group and the post- test of separable and inseparable experimental groups (p<0.05). Experimental groups outperformed the control group in the post-test.
Authors and Affiliations
Asadallah Hashemifardnya, Islam Namazian Doost, Saeed Mombeini
Keywords
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