2015 IJRSLL – Volume 4 Issue 3
Nour Mohammadi, Esmaeel
Literature and Humanities, University of Sistan and Baluchestan, Iran (Esmaeel.firstname.lastname@example.org)
Literature and Humanities, University of Sistan and Baluchestan, Iran (Sakine.email@example.com)
The aim of this study was to investigate the difference between high and low proficiency learners who studied phrasal verbs by an English teaching method that uses concordance methods. In addition, the difference between the performances of high and low proficiency learners in the concordance group together and the students in the traditional group was investigated. Fifty two pre-intermediate learners from Parsian Institute participated in this study. They were divided into controlled and experimental groups based on the Oxford Placement Test. They were taught English phrasal verbs through concordance and traditional approaches during 12 sessions of instruction. Before the instruction began, they were given a list of the phrasal verbs to ensure they do not know the meaning of the phrasal verbs. Before the treatment began, they were given a pre-test. After the instruction, they were given the post-test to answer and after three weeks of the instruction, they were given a delayed-posttest to answer. Pre and post and delayed-posttests were the same with the internal reliability index of 0.78, according to KR-21 formula. Findings showed that there was a significant difference between high and low proficiency learners using concordance concerning the acquisition of phrasal verbs, with the high proficiency learners outperforming the low one. However, there was not a significant difference between the two groups taught phrasal verbs through concordance and traditional approaches.
Keywords: corpus; concordance approach; phrasal verb; traditional approach