The Effectiveness of Group, Pair and Individual Output Tasks on Learning Phrasal Verbs

Autor/in	Teng, Mark Feng
Titel	The Effectiveness of Group, Pair and Individual Output Tasks on Learning Phrasal Verbs
Quelle	In: Language Learning Journal, 48 (2020) 2, S.187-200 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teng, Mark Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2017.1373841
Schlagwörter	Phrase Structure; Metacognition; Grammar; Teaching Methods; Feedback (Response); Verbs; Second Language Learning; Second Language Instruction; English (Second Language); Cloze Procedure; Editing; Writing Skills; Instructional Effectiveness; Pretests Posttests; Comparative Analysis; Task Analysis; Groups; Test Preparation; College Students; Foreign Countries; Student Attitudes; Learning Processes; China + Suchen Sie Ihr Suchwort? Phrasenstruktur; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lückentext; Redaktion; Textbearbeitung; Writing skill; Schreibfertigkeit; Unterrichtserfolg; Aufgabenanalyse; Collegestudent; Ausland; Schülerverhalten; Learning process; Lernprozess
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01