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Look it up: Phrasal Verbs in The Simpsons
오웬 데일리,박휴버트 영상영어교육학회 2015 영상영어교육 (STEM journal) Vol.16 No.2
This study attempts to investigate whether learners can better memorize the meaning of phrasal verbs via animated video clips than through traditional paper-based instruction. Second language learners experience particular trouble with the idiomatic nature of phrasal verbs. The sheer volume and variety confuse and confound learners used to using prior knowledge and contextual clues to negotiate meaning. Research has shown that phrasal verbs are more difficult to memorize than other types of vocabulary. Using video clips of characters using phrasal verbs in context could help EFL learners to recall and produce phrasal verbs. A class of upper-intermediate-level adult English learners was shown video clips from the animated TV show The Simpsons to find out whether it would have any effect on their ability to memorize and reproduce phrasal verbs. Through quantitative analysis, it was found that learners introduced to the phrasal verbs through the video clips showed greater recall than those who studied via traditional methods only. The significance of the results of this pilot study suggests that a larger study with more participants would be beneficial in determining whether teachers should include video clips in their curricula as part of vocabulary lessons.
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오웬 데일리,윤상돈 미래영어영문학회 2015 영어영문학 Vol.20 No.4
Students who can analyze word parts, called morphemes, and their study, morphology in order to build larger vocabularies do better at reading comprehension. Recent research has suggested that children can be taught explicit morphological strategies and that these strategies hold true for ESL learners. This present study attempts to fill the gap in the research pertaining to EFL settings, and especially the question of whether in a Korean setting, Explicit Morphological instruction (EMI) is a more effective alternative to the traditional paper-based morphological instruction (PMI) found in Korean classrooms. Two groups were given a 12-week treatment of either EMI (n=40) or PMI (n=40) and compared to a control group. Quantitative analysis suggests that the treatments had a significant impact on the learners’ ability to decipher vocabulary, increase reading fluency and comprehension, and also perform better in general English tasks involving grammar, speaking and listening. It was also found that learners receiving EMI were more motivated in their attitudes towards class and reading English.
KCI
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