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 The Effect of Concordancing on Iranian High School Students' Learning of Phrasal verbs across Proficiency Levels

Hamideh Kazemzadeh Ghadim

Farzanegan High school, Khoy, Iran

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ABSTRACT

In spite of the highly beneficial applications of corpus linguistics in language pedagogy, it has not found its way into mainstream EFL. The major reasons seem to be the teachers' lack of training and the unavailability of resources, especially computers in language classes. Phrasal verbs have been shown to be a problematic area of learning English as a foreign language due to their semantic opacity and structural differences between English and learners' first languages. The present study aimed at investigating the difference between the performances of learners who studied phrasal verbs by an English teaching method that uses concordance methods and those who studied phrasal verbs by traditional method. In addition, the difference between high and low proficiency learners in the concordance group was investigated. Fifty pre-intermediate learners from Farzanegan Highschool in Khoy participated in this study. They were divided into controlled and experimental groups randomly. To ensure the homogeneity of two groups the proficiency test of Ket was administered.

Then, they were given a pre-test. After receiving 6 sessions of instruction, the participants first took the first post-test and after four weeks, they were given a delayed-posttest. Findings showed that there was a significant difference between the experimental and the control groups.

Also, there was a significant difference between high and low proficiency learners using concordance approach, with the high proficiency learners outperforming the low group.

The results of the current study can be employed by policy makers, curriculum designers, educational organizations, academic specialists, administrators, course developers, and teachers and at the same time learners.

Keywords: corpus; concordance approach; phrasal verb; traditional approach

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