The effectiveness of group, pair and individual output tasks on learning phrasal verbs

研究成果: Article同行評審

9 引文 斯高帕斯(Scopus)

摘要

This study measured the effectiveness of three tasks (cloze, editing and writing) on the learning of phrasal verbs for students learning English as a foreign language (EFL). A total of 72 low-to-intermediate EFL learners were recruited. This study employed pre- and post-test designs. The performance of the learners who completed the three tasks individually was compared with that of the learners who completed the same tasks in pairs or in groups. The results indicated that the learners who participated in group work achieved a larger gain of the knowledge of the phrasal verbs than doing the tasks in a pair; however, tasks completed in pairs led to better performances than individual work. The writing task yielded the best learning scores, followed by the editing task and finally, the cloze task. In addition, the writing task resulted in the greatest number of instances of metalinguistic or form-focused feedback. Implications for teaching and learning phrasal verbs are discussed.

原文English
頁(從 - 到)187-200
頁數14
期刊Language Learning Journal
48
發行號2
DOIs
出版狀態Published - 3 3月 2020
對外發佈

指紋

深入研究「The effectiveness of group, pair and individual output tasks on learning phrasal verbs」主題。共同形成了獨特的指紋。

引用此