Effective Techniques for Teaching Phrasal Verbs to Improve


Download Effective Techniques for Teaching Phrasal Verbs to Improve


Preview text

The University of San Francisco
USF Scholarship: a digital repository @ Gleeson Library | Geschke Center

Master's Projects and Capstones

Theses, Dissertations, Capstones and Projects

Spring 5-19-2015
Effective Techniques for Teaching Phrasal Verbs to Improve the Communicative Competence of Chinese English Learners
GUOHUA Fu
[email protected]

Follow this and additional works at: https://repository.usfca.edu/capstone Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and
Instruction Commons, Educational Technology Commons, and the Instructional Media Design Commons
Recommended Citation
Fu, GUOHUA, "Effective Techniques for Teaching Phrasal Verbs to Improve the Communicative Competence of Chinese English Learners" (2015). Master's Projects and Capstones. 948. https://repository.usfca.edu/capstone/948
This Project/Capstone is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Master's Projects and Capstones by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]

University of San Francisco
Effective Techniques for Teaching Phrasal Verbs to Improve the Communicative Competence of Chinese
English Learners
A Field Project Presented to The Faculty of the School of Education International and Multicultural Education Department
In Partial Fulfillment Of the Requirements for the Degree Master of Arts in Teaching English as a Second Language
By Guohua Fu May, 2015
5

Effective Techniques for Teaching Phrasal Verbs to Improve the Communicate Competence of Chinese English Learners

In Partial Fulfillment Of the Requirements for the Degree

MASTER OF ARTS in
TEACHING ENGLISH AS A SECOND LANGUAGE

by Guohua Fu May, 2015
UNIVERSITY OF SAN FRANCISCO

Under the guidance and approval of the committee, and approval by all the members, this field project had been accepted in partial fulfillment of the requirements for the degree.

Approved:

________________________

_______________________

Instructor/Chairperson

Date

ii
6

TABLE OF CONTENTS
Page
Acknowledgement ………………………………………………………………..…iv
Chapter I – Introduction …………………………………………………………..…5
Statement of the Problem………………………………………………………..6 Purpose of the project………………………………………………….………..7 Theoretical Framework……………………………………………………….…8 Significance of the Project………………………………………………………9 Limitations of the Project…………………………………………………. ….11 Definition of Terms……………………………………………………………..12 Chapter II – Review of the Literature………………………………………………..14
Introduction …………………………………………………………………….15 Barriers and Difficulties in Teaching Chinese English Learner‘s Phrasal Verbs.16 The Benefits of Using Media Materials in Teaching………………………… 24 Effective Techniques on How to Use Media Materials Teaching in Practical Circumstance……………………………………………………………………..30 Summary…………………………………………………………………...…...35 Chapter III – The Project and Its Development……………………………………...37
Description of the Project ………………………………………………………37 Development of the Project…………………………………………………….38 The Project……………………………………………………………………...39 Chapter IV – Conclusion and Recommendations…………………………………..107
Conclusions……………………………………………………………………108 Recommendations……………………………………………………………..109 References…………………………………………………………………………..112
Appendix……………………………………………………………………………118
Appendix A: Lyrics: Rob Stewart ―Father& Son‖……………………………...119 Appendix B: Lyrics: Blue ― King of the World‖………………………………..121 Appendix C: Lyrics: Wiz Khalifa ―See you again‖……………………………..124 Appendix D: How do you save/ download ―TED Talks on a smart phone?‖......127 Appendix E: Transcript: ―5 Ways to Listen Better‖…………………………….138 Appendix F: Transcript: ―The Magic of Truth and Lies‖……………………….142 Appendix G: Transcript: ―Are We Filtering the Wrong Microbes?‖……………145
iii
7

ACKNOWLEDGEMENT
First and foremost, I would like to thank God for the many opportunities He has given me in life. I am grateful for the spiritual guidance that has never let me down and gives me hope for today and many tomorrows.
I would like to thank Dr. Popal, my professor and my advisor in the MA TESOL program. I would also like to thank Dr. Doyle and Mr. Vogt for helping me as my mentors. I will be forever grateful for their support and encouragement throughout the past two years. They all paved the way for me and I can honestly say that I would not be the person or student that I am today if I had not had their help and support.
Furthermore, I would like to thank my parents, Xueyin Fu and Fujie and my grandma, Fenglan Wang. They sacrificed so much in order to send me to the United States to get a first class education. I would like to also thank my boy-friend Chen who is my greatest inspiration of love.
And last but not least, I wish to thank my esteemed colleagues at City College of San Francisco John Adams Campus for their endless encouragement and support.
iv
8

CHAPTER I INTRODUCTION Statement of the Problem Purpose of the Project Theoretical Framework Significance of the Project Limitations of the Project Definition of Terms
9

CHAPTER I INTRODUCTION Statement of the Problem
Since China opened its doors to the world in the late 1970s, learning English in schools has become recognized as an essential tool, particularly for access to worldwide scientific and technological advances. In China, fluency in English often results in gaining lucrative jobs and greater access to higher education, etc. In language learning, English phrasal verbs play rather an indispensable role in communication particularly in oral forms. The most common English phrasal verbs are as important as other more frequent phrases during the process of English learning (Chen, 2007). Without sufficient phrasal verbs, one may neither understand nor convey his / her message effectively or express his / her ideas in both oral and written forms (Fauziati, 2005). In China, over the past decade, there has been considerable interest in enhancing English language proficiency.
In the past, teachers and researchers have described Chinese students as rote learners who learn mechanically without meaningful understanding (Ballard & Clanchy, 1984; Bradley & Bradley, 1984; Samuelowicz, 1987). However, surprisingly little empirical research shows how Chinese learners go about achieving their academic goals with these so-called rote learning strategies. Even fewer researchers have tried to explain the apparent discrepancy between the use of learning strategies and learning results among Chinese learners.
The most common phrasal verbs teaching method for most English as a Foreign Language (EFL) contexts in China is recitation. Teachers are good at using rote strategies and surface teaching approaches in their classes. However, it is difficult to
10

learn English without teachers‘ explanation of the purpose and reason behind learning. Many Chinese students learning English are required to focus on grammar and vocabulary. While grammar is taught deductively and then practiced through translation studies, there is no systematic way of helping students build their English. Students are required to learn phrasal verbs by using and memorizing lists of words from their dictionaries.
A basic and working knowledge and competence in phrasal verbs can improve speaking, reading, writing and listening skills. Because phrasal verbs are usually twoword verbs (e.g. ‗work out‘, ‗make up‘ and ‗get away‘), students look at each part separately. For example, they try to guess the meaning ―look‖ and the meaning ―after‖. This will lead them to confusion and misunderstanding. In addition, little attention has been paid to the context in which students will use phrasal verbs in English. Some teachers engaged in English language instruction always use activities that are focused on memorization and learning phrasal verbs without proper context for their use.
In addition, most learners do not know how to use phrasal verbs in their daily conversation even if they have already learned them. Moreover, it is hard for students to remember phrasal verbs they learned if they don‘t practice them in meaningful contexts. This project will address the problem of the ineffective instruction of English in China and the exclusion of two-word verbs from the Chinese curriculum.
Purpose of the Project
The intent of this project is to present some effective techniques for teaching phrasal verbs to Chinese learners of English to improve their communicative competence. Designed as a teacher‘s handbook for teaching phrasal verbs, the hand book provides teachers with effective activities, practical tests, practical methods and
11

valuable tips to implement in Teaching English to Speakers of Other Languages (TESOL). The activities and lessons that will be developed and compiled are designed to make English phrasal verbs‘ lessons more interesting and more effective, while also introducing teachers to alternative perspectives in teaching English phrasal verbs, the importance of Communicative Language Teaching, and effective pedagogies to improve teaching and learning.
Through these lessons, teachers will learn effective teaching techniques that will encourage them to teach phrasal verbs effectively. The primary goal of this curriculum is to help Chinese learners of English who are at the high intermediate level of English proficiency. Teachers can help students to develop a new language foundation. This practical and interesting curriculum will help students learn twoword verbs easily and will boost their self-confidence.
Significance of the Project
One of the major benefits of this project is that it helps to release teachers from the heavy burden of ―teaching‖ by using media materials to ease teachers in transferring their roles from teaching and monitoring to guiding mentors.
This project has three significant benefits for students. The first one is that it provides opportunities for Chinese learners of English to learn informal phrasal verbs by using authentic media materials. By watching real American TV shows, they will watch how people use phrasal verbs in daily communication. Students will be able to better understand the meaning of phrasal verbs and better interact with people in coffee shops, restaurants and movie theaters. The second benefit is that students will also be able to have plenty of opportunities to learn phrasal verbs by learning about American cultures and discussing social justice issues that can be found in all kinds of media materials. Learning the culture behind the language or even proceeding to
12

discuss social issues of that culture will not only teach students more phrasal verbs but also help them to better understand how the language is developed and changes. Finally, this project will help lower students‘ anxiety level. In other words, the author designed this project because she believes it will help Chinese English learners become interested in the American way of life and culture rather than just learning the language. As a result, students will no longer see English as a subject that they need to ‗learn‘ but rather as a culture that they are trying to merge into, and ―acquire‖ the language associated with the culture.
Theoretical Framework
This project is based on three theories: Affective Filter Hypothesis, Muti-Modal Teaching, and the Communicative Language Technology (CLT).
The first theory that supports this project is the Affective Filter Hypothesis posited by Krashen (1987), who argued that the affective filter is a kind of psychological obstacle that prevents language learners from absorbing available comprehensible instruction by teachers/texts. He examined the affective factors functioning as a filter that reduces the amount of language instruction the learner is able to understand. This theory has a close relationship with the language learner‘s input, which means affective factors determine the proportion of language learners‘ input and intake. The affective factors include certain emotions, such as motivation, self-confidence, anxiety, and so on in the process of acquiring a second language. Students‘ negative emotions prevent efficient processing of the language instruction; on the contrary, their positive emotions promote the efficiency of the process (Krashen, p.31).
The importance of the Affective Filter Hypothesis is reflected in this project by using of television shows, and other video resources. The author has included
13

Preparing to load PDF file. please wait...

0 of 0
100%
Effective Techniques for Teaching Phrasal Verbs to Improve