TABLE OF CONTENTS

1. CHAPTER I........................................................................................................2

2. CHAPTER II.......................................................................................................4

3. CHAPTER III.....................................................................................................17

4. CHAPTER IV.....................................................................................................39

5. BIBLIOGRAPHY...............................................................................................44

6. APPENDIX SECTION.......................................................................................49

1

CHAPTER I

BACKGROUND INFORMATION/ STATEMENT OF THE PROBLEM

When I entered the Tuxtla language school at the Autonomous University of Chiapas

my favorite part of studying English was to learn vocabulary about every thing I found

interesting and useful when speaking English. However, during this long process of

acquiring vocabulary or lexical items, I had to face the fact that I was unfamiliar with

some words, as a result I used to avoid them because there were complicated for me.

Later, with time I learned that those difficult words were called phrasal verbs or multi-

word verbs.

In my own experience as a student and as a teacher, I have found these difficulties with

phrasal verbs, not only when acquiring them, but also when teaching them. For instance,

there are many classmates and colleagues that claim they have had the same problem,

teaching phrasal verbs and helping their students to acquire them. In fact, Sjöholm

(1995:75) states that,

“…most L2 learners carefully avoid idiomatic expressions, and sound stilted in consequence. Learners tend to avoid idiomatic expressions also in cases where there exists a literal equivalent in their L1”

For all of the above reasons I believe it is important to investigate this phenomena and

try to find alternatives to successfully teach phrasal verbs and help learners acquire

them by using semi authentic texts in order to show them a different perspective of how

to learn and how to use phrasal verbs effectively instead of avoiding them.

2

RESEARCH QUESTIONS

The research question addressed in this study is the following:

It is possible to significantly increase the acquisition of phrasal verbs by using semi

authentic texts in one group of sixth semester in the department of language at the

Autonomous University of Chiapas. If so, how may this be proven?

OBJECTIVES

In this study, I will attempt to achieve the following objectives:

General Objective

To discover whether using semi authentic texts in one group of sixth semester

of the department of language at the Autonomous University of Chiapas is

useful in increasing the acquisition of phrasal verbs.

Specific Objectives

To explore the benefits learners of English might have when using semi

authentic texts.

To analyze the repercussions of using semi authentic texts in learners’

acquisition of phrasal verbs.

HYPOTHESIS

The use of semi authentic texts during a 3-class trial period will be beneficial to teach

phrasal verbs in English at level B1 of the Common European Framework of Reference

for Languages at the Autonomous University of Chiapas in one group of sixth semester

of the language department. I hope to explore how the acquisition of phrasal verbs may

be achieved.3

CHAPTER II

THEORETICAL FRAMEWORK

INTRODUCTION

Learning a foreign language is a long process, which involves many difficulties that

must be faced in order to achieve learning goals. It is challenging for students to learn

different pronunciation, grammar, culture, etc. It is especially challenging to learn

different lexical items.

In this sense, it is extremely common that in this process students have problems in

increasing the acquisition of phrasal verbs or multi-word verbs. As a consequence, I

believe that it is important and useful to investigate and provide an alternative in

teaching phrasal verbs by using authentic texts in a BEd group at the language school at

the Autonomous University of Chiapas. According to Dong- Kyioo (2000), there are

many researchers that support the idea of using authentic input to teach a foreign

language (Allen, Bernharst, Berry, & Demel, 1998; Bacon, 1992b; Bacon & Finneman,

1990; Bragger, 1985; ciccone, 1995; Herron & Seay, 1991; Lee, 1995; Secules, Herron,

& Tomasello, 1992). It is particularly useful since this kind of input offers two

important characteristics: linguistic and cultural information that may not be found in

pedagogical texts.

In this chapter I will explore the literature related to this study. Firstly, I will explore

the authenticity in the foreign Language Classroom; the use of authentic materials in

teaching a foreign language, followed by the effect of Authentic Materials on EFL

learners. Then, to conclude this chapter I will explore the acquisition of Phrasal Verbs

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as well as the common problems students have with them, and the importance of

providing learning teaching strategies associated with them.

1.1 Authenticity in the Foreign Language Classroom; The Use of Authentic

Materials in Teaching a Foreign Language.

According to Nunan in Odilea (2005:2), “Authentic materials as those that have been

produced for purposes other than language teaching.” Another definition is provided

from Harmer in Odilea (2005:2) he states that “they [written or spoken authentic texts]

have been produced for native speakers.” As a consequence, authentic materials (written

or spoken) are those that have been produced for native speakers and which have not

been produced for language teaching purposes.

As was mentioned previously, authentic materials offer two important characteristics in

teaching a foreign language. They provide the opportunity to exposure with cultural and

linguistic realia, since the aim of learning a language is to communicate effectively by

using real language Bragger (in Dong- Kyioo 2000:4) states that “Everything we do

with the language must be authentic" Karpova (in Odilea 2005:2), affirms “Many

textbooks create a climate for socially isolated learning . . . . Teachers need more

materials that help students to become thoughtful participants in a socially rich

environment for learning and that feature everyday uses of English."

According to Bacon in Dong- Kyioo (2000), authentic input enriches cultural

knowledge in learners’ curriculum, reflects real language use, and may help teachers to

help students to develop appropriate learning strategies. In fact, the are many reasons

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for using authentic materials in the classroom; Young in Dong- Kyioo (2000:4)

mentions that

“authentic input is motivating, interesting, and useful, with content that does not cause

foreign language learners' culture shock or discomfort."

On the other hand, there are some authors that have argued that using authentic

materials has its drawbacks. Some authors claim that we need to avoid the use of these

resources in the early stages of learning a foreign language. For instance, Omaggio (in

Dong- Kyioo 2000:5), “argued that although authentic input may provide foreign

language learners with culturally appropriate input, this language may not expose

students to comprehensible input at the earliest stages of acquisition.” Dong- Kyioo

(2000:4) also states that “Several studies, in fact, have proposed that learning with

authentic input too early in foreign language acquisition could be frustrating and

anxiety- ridden experiences for teachers (Ur 1984); Vande Berg (1993).” In the

following section I shall explore the use of authentic texts in EFL classroom.

The aim of using authentic texts is to expose learners to the language of the world that

will help them to achieve competence in the target language. In other words, as Wilkins

in Guariento and Morley (2001:347) mention: “The use of authentic texts, embracing

both the written and spoken word, is helping to bridge the gap between classroom

knowledge and a student’s capacity to participate in the real world.”

1.1.1 The authenticity and text difficulty

Can an authentic text be simplified because of its difficulty without loosing its

authenticity? Due to the fact that we cannot use authentic texts with much of real and

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difficult language at lower levels in ELT, many times teachers tend to modify the

language and adapt them because students will not be able to acquire the language if

they do not fully comprehend the content. Krashen’s hypothesis in Dong- Kyioo

(2000:4) proposes that “language is acquired through comprehensible input.

Comprehensible input can be defined as language that is simplified or appropriate to the

language learner's capability.

According to Widdowson in Guariento and Morley (2001:348) he

“… simplification can take place, within the conventions of a given language field, while maintaining authenticity in the sense of learner response. To do this, the text has to engage the learners’ interest and impress him as being in some way relevant to his concerns”

In this sense authentic texts must not have a ‘genuine look’ to be accepted by

learners, the most important idea is to execute it well, it should be executed well

according to Guariento and Morley (2001). To sum up, we may adapt texts,

simplify but maintaining authenticity in order to cause learner’s respose.

1.1.2 The effect of Authentic Materials on EFL learners

Guariento and Morley (2001) states that,

"Alongside this recognition of the need to develop effective skills and strategies for the real world, there has been a growing awareness of the importance of affective factors in learning, and the use of authentic texts is now considered to be one way of maintaining or increasing students' motivation for learning.”

According to Peacock (1997), there are many writers who claim that using authentic

materials increases motivation in learners because they find them more interesting or

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stimulating than artificial or non- authentic materials. Proponents of this view include

Allwright (1979:179); Freeman and Holden (1986: 67); Little and Singleton (1991;124),

who refer to this as the classic argument; Little, Devitt, and singleton (1989: 26), add

that authentic texts bring learners closer to the target language culture, making learning

more enjoyable and therefore move motivating; Swaffar (1985: 18), King (1990: 70(,

and Bacon and Finneman (1990: 459-60).

It then seems that students feel that they are learning the real language while they are in

touch with the target language used by the community which speaks it. On the other

hand, according to Peacock (1997), fewer authors argue that authentic materials reduce

learners’ motivation because they find them too difficult: these authors include:

Williams (1983: 187; 1984: 26), Freeman and Holden (1986: 68), and Morrison (1989:

15).

After reviewing the importance of using authentic materials into the classroom, and

taking into consideration the benefits and drawbacks for using them, I agree that using

authentic materials provides opportunities that a course book does not offer. In the

following section I will explore the acquisition of phrasal verbs, common problems

students have with them, and teaching phrasal verbs.

1.2 Learning Vocabulary

Vocabulary is an important part in learning a foreign language; and it is virtually

impossible to learn a language without vocabulary; if there are not words there is

nothing to learn. Al-Jarf (2006: on line) suggests that “Vocabulary knowledge is an

important element in second language (L2) acquisition. By learning new words, students

can increase their listening, speaking, reading and writing vocabularies and can improve

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comprehension and production in L2.” Laufer (1997:140) states “… a solid vocabulary is

necessary in every state of language teaching…” McCarthy (in Laufer 1997:40) states

that

“No matter how well the student learns grammar, no matter how successfully the sound of L2 is mastered, without words to express a wider range of meanings, communication in an L2 just cannot happen in any meaningful way.”

According to Laufer (1997) vocabulary is now recognized as central to any

language acquisition process, she quoted Gass and Selinker (1994:270), who state

that “The lexicon may be the most important component for learners.”

However there are some authors who claim that in learning a foreign or a second

language vocabulary is easy to learn and they do not remark the importance of learning

vocabulary. Gleason in Carter (1998: 184) says suggest that “In learning a second

language, you will find that vocabulary is comparatively easy, in spite of the fact that it

is vocabulary that students fear most. The harder part is mastering new structures in

both content and expression.”

In second and foreign language learning, there are some theories we need to be aware of

in order to understand how language is acquired. The first theory is provided by

Krashen in Sjöholm (1995:24), the monitor theory; he claims that “two independent

knowledge systems control second language performance. He argues that the processes

that produce these systems, i.e. acquisition and learning, operate separately.

However, a contemporary researcher Laufer (1997) mentions that Learning and

acquisition can be used interchangeably because it is assumed that since all learning is

to some extent cognitively controlled, the distinction between both are processes of

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degree and there are no distinction of conscious or subconscious processes. In fact

“Krashen's theory has been criticized for being too general and too vague; many of

these theoretical constructs are not operationalizable, some of his claims cannot be

tested empirically (e.g. that learning cannot become acquisition) according to Gregg

1984; Takala 1984; Macclaughlin 1987 in Sjöholm (1995:25)

Another model is called Interlanguage, and, according to Bialystok & Sharwood Smith

1985, Davies, Criper & Howatt 1984 in Sjöholm (1995) consists in describing linguistic

rules that a learner has in the process at certain points during the acquisition of a

language. According to Sjöholm (1995:26), “in the Interlanguage Hypothesis the

learner's grammar (interlanguage) changes in response to incoming data, and moves, by

a series of successive approximations, closer and closer to the standard norm of the

target language.”

The last hypothesis is called the incidental vocabulary learning hypothesis provided by

Nagy & Herman (1985). This hypothesis is based on the fact that words are learned

gradually through repeated exposures in various discourse contexts. They claim that to

learn a word learners need to be exposed to that word from ten to twelve times.

Consequently Nagy and Herman in Coady (1997:225) argue that “teachers should

promote extensive reading because it can lead to greater vocabulary growth than any

program of explicit instruction alone ever could.”

Furthermore, in learning vocabulary there are some features according to Laufer

(1997:141) that we need to keep in mind if we want to learn a word: form, word

structure, syntax, Meaning, lexical relation, and common collocations. As a result, if we

observe carefully we can identify that those features we need to learn increase the

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probability of words being problematic, since problems can arise from one or more

areas.

Some problems a learner might face down in learning a second language can be, as

Laufer (1997) explains:

Pronounceability; that is related with words phonologically difficult.

Orthography; that refers to the correct spelling of a word.

Grammar- part of speech; that is related to certain grammatical categories such

as adverbs, verbs, adjectives, etc.

And Idiomacity; which refers to those expressions that cannot be understood

only by its separated particles.

For instance, Dagut and Laufer in Laufer (1997:151) “found that Hebrew speakers

showed significant preference for one-word verbs where English speakers chose the

phrasal verbs, e.g. postpone was preferred to put off, and reprimand to tell off.”

1.2.1 Vocabulary Acquisition through Reading

“Knowing vocabulary is important for getting meaning from a text. L2/FL readers frequently say that they need more vocabulary so that they can understand the meaning of the sentences.” Aebersold (1997:138)

In this sense, it exist a relationship between vocabulary and reading?

According to Davis (in Nation and Coady 1998), there are identifiable subskills that are

involved in the ability of reading. Some factors he found are:

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Recalling word meaning

Determining meaning from context

Finding answers to explicit questions

Drawing interferences

He also claims that of all these factors above, the most relevant and it had the strongest

effect was vocabulary. Indeed, Yap (in Nation and Coady 1998:98) mentions that

“Causal links probably do exist between vocabulary and comprehension and that vocabulary is likely to be the predominant causal factor.”

As I mentioned in the last section, in the incidental vocabulary-learning hypothesis

proposed by Nagy & Herman (1985), they agree that students may get benefits by

acquiring vocabulary through reading; therefore, using texts is needed. In fact according

to Krashen in Nagy & Herman (1985: 225),

“…Learners acquire vocabulary and spelling most efficiently by receiving comprehensible input while reading.”

Nagy & Herman (1987) also claim that teachers should promote extensive reading

because it can lead to greater vocabulary growth, and it is better than any program of

explicit instruction alone.

Coady (in Nation and Coady 1998), points out two different approaches that a reader

employs; the first is the psycholinguistic guessing approach or top down was proposed

by (Goodman 1976; Smith 1982) and they refer to the fact that the reader identify the

clues in the text and he or she reconstruct a mental representation of what he or she

12

thinks the text says. On the other hand, he explains that the traditional view or bottom-

up model consists in decoding of letters into sound and ultimately meaning.

1.2.2 The Influence of Mother Tongue on Second Language Vocabulary

Acquisition

When a learner acquires or learns new vocabulary a factor is presented, which plays a

very important role in the acquisition of that vocabulary; the influence of mother tongue

on a second language vocabulary acquisition. As Lado in Swan (1997) explains,

people sometimes tend to think that meanings are the same in all languages, that the

differences between languages are only in the forms used of those meanings. This is

how languages differ, in fact, he states that

“The world contains too many things for us to have one word for each; we economize by using words in more that one sense, leaving context to disambiguate. Unfortunately… a word in language A may have various equivalents in language B, depending on exactly what is meant.”

In this sense, we might ask the question, is it true that the mother tongue influences

second language vocabulary acquisition? Research studies have proved that “the mother

tongue has a considerable influence on the way a second language is learnt and used

(e.g Kellerman, 1984, Kellerman and Sharwood Smith, 1986, Ringbom, 1987; Odlin,

1989; Perdue, 1993). Other studies have revealed that it is possible to predict learning

difficulty due to the fact that some elements that are similar to learners’ native language

will be simple for them, and those elements which are different from their native

language will be much more difficult:

“We assume that the student who comes in contact with a foreign language will find some feature of it quite easy and others extremely 13

difficult. Those elements that are similar to his native language will be simple for him, and those elements that are different will be difficult.” Lado, 1957 quoted in Swan (1997:160)

Another factor which needs to be taken into account is language distance as well as

culture distance; again Swan (1997) remarks that,

“Related languages often share a great deal of cognate vocabulary, and even where vocabulary is not cognate, there tend to be close translation equivalents: this can give learners an enormous advantage. Where languages have less common ground, word forms will generally be quite different; more information about word meaning and use also has to be acquired from scratch.”

He also points out that if first and second language are closely related, errors will occur

only by resulting from the intrinsic difficulty of what has to be learnt, and learners will

be helped by the mother tongue in certain areas. On the other hand, if first and second

language are unrelated, more errors are likely to result because the role of interference

will be somewhat reduced.

Finally, for Swan (1997:179) “The mother tongue can influence the way second-

language vocabulary is learnt, the way it is recalled for use, and the way learners

compensate for lack of knowledge by attempting to construct complex lexical items.”.

In this section I explored the importance of vocabulary in second language acquisition,

some theories in second language acquisition and the influence of the mother tongue on

second language acquisition and use. The following section will cover some

implications in teaching vocabulary.

1.3 The study of Phrasal verbs or multiword verbs

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After reviewing the last section, it is easy to affirm that vocabulary is an important part

in learning vocabulary in a foreign language. As important as lexical items, we find

words constructed by two particles called Multi-word verbs or phrasal verbs. "Phrasal

verbs are today recognized as an important component in the English language. With

the general increase in interest in spoken language, phrasal verbs have been discovered

as central also in curricula for English as a foreign language" (Cornell 1985 in

Sjöholm1995:115).

According to Moon (1997), a Multi- word item is that vocabulary item which is formed

by two or more words but is simply considered an orthographic unit. Although there are

different kinds of multi-word items such as: Compounds, idioms, prefabs, etc. In this

study I will only focus on Phrasal verbs that are essential for this study.

Another definition is provided by McCarthy and O’Dell (2004:4) and says that “Phrasal

verbs are verbs which have a main verb and a particle which, together, create one

meaning (e.d. a plane takes off from the airport; an adult looks like after a child)”

Celce-Murcia and Larsen- Freeman in Kubota (1997:5, 6) point out that “there are

inseparable phrasal verbs (e.g., run into..., come across..., get over...) and phrasal verbs

that are always separated (e.g., get...through, see... through) as well as separable ones

(e.g., throw away, take up, give up)”

After these definitions and explanations it is evident that phrasal verbs cannot be

understood only by their separated parts and that they are formed by a main verb +

adverb or preposition. They may be classified into inseparable and separable phrasal

verbs. As a result, this is the first problem students have in acquiring phrasal verbs

15

because many times we cannot understand a phrasal verb only by looking the main

verb. In fact, Sjöholm (1995:75) States that,

“…most L2 learners carefully avoid idiomatic expressions, and sound stilted in consequence. Learners tend to avoid idiomatic expressions also in cases where there exists a literal equivalent in their L1”

According to Cornell 1985 in (Sjöholm 1995), the problem with phrasal verbs is not that

of characterizing them as idiomatic or non- idiomatic. As a result, the feature of

idiomacity attempts to be the key. For instance, every learner could not immediately

deduce the meaning of eat out, especially if the expression occurs without context. On

the other hand, there are some words which could be immediately deduced, For

example: sit down and stand up because they preserve the meaning of the main verb.

Furthermore, there is another factor which contributes to the problem of learning

phrasal verbs; Sjöholm (1995), points out that another difficulty in learning phrasal

verbs is that phrasal verbs have multiple meanings. Phrasal verbs may be polysemic as

well, not only having both the idiomatic and non idiomatic use.

As can be observed it is then necessary to keep in mind that phrasal verbs (idiomatic

and non idiomatic) uses may have more than one meaning. For example: Cornell in

Sjöholm (1995:117) shows how idiomatic combinations put up subdivides into several

different meanings: "he puts up for the night", "who put up to this?", and "he put up a

good fight"

To sum up, phrasal verbs are formed of two particles and they are difficult to

acquire/learn due to the fact that most of the times we cannot deduce the meaning

16

only by the context, in other words the major problem in acquiring phrasal verbs

is the idiomacity.

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CHAPTER III

METHODOLOGY

Introduction

In this section, the research methodology is described as well as the target population

and the sample. Furthermore, the instruments used to collect data and the data collection

procedures are also described.

1. Research approach

The methodology chosen for this study is action research; researchers have provided

some definitions of this type of research: Elliot (in Diaz de la Garza 2006:48) defines it

as “The study of a social situation with a view to improving the quality within it.”

Action research is small-scale intervention in the functioning of the real world and a

close examination of the effects of such intervention. (Halsey in Cohen and Manion”

(1994:1986)

In spite of the fact that action research is known by many names such as participatory

research, collaborative inquiry, emancipatory research, action learning, and contextual

action research, in this study the meaning we will be familiar with is the definition of

Elliot (in Diaz de la Garza 2006:48) and it will be the essence of the approach. Some

characteristics of this approach according to Burns (1999 in Diaz de la Garza 2006:49-

50) are shown in the following figure:

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Phase

(After Burns 1999 in Diaz de la Garza 2006)

Situation of 6th Ss of the Department of languages in Phrasal Verbs acquisition

One:

Exploring

The use of semi-authentic texts in the Department of languages Tuxtla C-1 classroom has not been exploited.

Two:

Identifying

Phrasal verbs are important vocabulary in L2, in this sense Ss should know them in order to develop their language skills. We applied the pre-test evaluation to explore if the selected students were able to use the phrasal verbs effectively.

Three:

Planning

Classes using semi-authentic texts were designed for three classes. Each class was planned according to the three stages: pre-while and post.

Four:

Data Collection

Four types of instruments were used:

Pre-test evaluation to know the prior knowledge of the Ss about the phrasal verbs we chose for the study.

Classes using Semi-authentic texts

Post-test evaluation

Post-questionnaire treatment

Five:

Analyzing/ Reflecting

Analysis of the results in order to determine the success of the semi-authentic texts as well as modifications and improvements which can be useful to the study.

Six:

Hypothesizing/

Speculating

Possible tasks and suitable texts were chosen for the study.

Seven:

Intervening

Designing suitable tasks to foster phrasal verbs acquisition

Eight:

Observing

After designing suitable tasks, we will attempt to address resulting issues concerning the use of semi-authentic materials as a tool to increase the acquisition of phrasal verbs.

Nine:

Reporting/ writing

Presenting findings

Writing this dissertation provides us with a good opportunity to share our findings and conclusions for future studies, as well as to provide a sample of lesson plans for teachers who are interested in teaching phrasal verbs using semi-authentic materials.

19

Figure 1

Burn’s Phases of action research in relation to this study

(Adapted from Burns 199, in Diaz de la Garza 2006: 49-50)

Therefore, we conducted the study with one group; in this case one group of the sixth

semester of the language department at Autonomous University of Chiapas (UNACH).

3.2 Population and Sample

In this investigation we selected a group from the department of languages Tuxtla. The

Participants for this study were students from 6th semester of the department of

Language who should be at level B1 according to the European Framework of

Languages at the Language school at the Autonomous University of Chiapas. In

addition, we conducted the quasi-experimental study without a control group. Our study

population consisted of 7/15=4.7 % of the group. This was due to the fact that only 7

students attended all 3 sessions and took part in the pre and post evaluations.

The students of the group chosen for the study had the following schedule: from

Mondays to Fridays 12:00 pm to 1:00 pm. The following chronogram illustrates the

activities we conducted during the application of the instruments:

Dates Instruments

February 28th, 2008 Pre- test evaluation

March 3th, 2008 First class 12:00 pm to 1:00 pm

March 28th , 2008 Second class 12:00 pm to 1:00 pm

March 31st 2008, Third class 12:00 pm to 1:00 pm

April 2nd 2008, Post- test evaluation from 12:00 to 1:00 pm

Figure 2

Activities during the application of instruments.

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3.3 Data collection instrument

Triangulation is essentially to ensure validity of instruments research. According to

Cohen and Manion (1994: 233)

“Triangulation may be defined as the use of two or more methods of data collection in the study of some aspect of human behavior.”

For these authors, triangulation focuses on providing a general panorama or a deeper

explanation of the richness and the complexity of human behavior using more than one

standpoint, this means, by making use of both quantitative and qualitative data.

Advantages in using triangulation are provided by Cohen and Manion (1994: 233-234),

they claim that

“…It provides only a limited view of the complexity of human behavior and of situations in which human beings interact… The use of triangular techniques, it is argued, will help to overcome the problem of method-boundedness”

Blasé and Cohen (in Cohen and Manion 1994) have mentioned the usefulness of the

following data collection instruments:

coding schedules,

questionnaires,

diaries,

self- concept scales,

sociometric measures,

interviews,

school records,

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Teachers’ ratings and research assistants’ observation.

In this study, we used these four data collection:

Pre- test evaluation to evaluate Ss’ prior knowledge of the 12 phrasal verbs we

chose for the study.

Classes using semi authentic texts

Post-test evaluation to evaluate Ss’ knowledge of the 12 phrasal verbs after the

taught classes.

Post treatment questionnaire.

These instruments helped us to explore if Ss knew the 12 phrasal verbs we chose for the

study. In addition, they provided us with a great deal of information for designing our

activities and tasks in the three taught classes. The phrasal verbs we decided to use

were: wear off, break in, go for, go off, grow up, get on, give in, come down, keep on,

get off, staying behind, check in. These were selected because we checked the PET

vocabulary list 2007 and among the vocabulary, we found many phrasal verbs students

should know at the end of the semester. In addition we selected only inseparable phrasal

verbs because we considered students might have had problems with the object in

sentences and problems in conjugate them.

3.3.1 Pre-test Evaluation

“A pretest is a test given before a topic is covered in class” according to Rough

(2006: on line). In this sense, this pre-test was applied before the classes using semi-

authentic texts and consisted of using 12 phrasal verbs that were chosen from the

Preliminary English test (PET) 2006 target vocabulary that a student at level B1 of the

22

Common European Framework of Reference for Languages should know.

In this pretest there were also 14 distracters that help us to corroborate the reliability of

the data collection instrument.

The pre-test evaluation was designed in four parts:

Part 1: Ss were instructed to match an illustration with the appropriate phrasal

verb in the box. The phrasal verbs used in the task included: Get off, Check in,

Break in, Come down, Check out, and Break out. The phrasal verbs in bold

type were the distracters.

Part 2: Ss were instructed to complete a multiple Choice task. There were four

incomplete sentences and Ss were asked to use an information gap task and

choose the best phrasal verb to fill in the blank. The phrasal verbs used in this

task were: Get on with, Break up, Fall down, Get back, Keep on, Stayed

behind, Take off, Get down, and Give in. The phrasal verbs in bold type were

the distracters.

Part 3: Ss were instructed to solve a crossword puzzle. Ss had to read the

definitions of the phrasal verbs and choose the best phrasal verb from the box.

The phrasal verbs employed were: Get along with, Break up, Grow up, Wear

off, Give up, and Break in. The phrasal verbs in bold type were the distracters.

Part 4: There were four sentences with four underlined verbs, Ss were asked to

look for the best meaning from the box, and then replace the meaning of the

underlined verb and rewrite the sentence. The phrasal verbs used included: Get

back, Ring off, Go off, Go for, Get away, and Look for. The phrasal verbs in

bold type were the distracters. (See Appendix 1 for further information)

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3.3.2 Structure Classes using Semi- authentic material

According to our teacher training as well as prior personal experience, we decided to

plan how to effectively employ the use of texts in our lessons. As a result, each class

was divided into three stages: pre, while and post stages. In the pre-stage, we elicited

from students vocabulary about a specific topic related to the main topic of the text (e.g.

about the “I am legend” novel by Richard Matheson. First we asked “what would you

do if you were the last man on the earth?”). In the while stage, the text was read by

students. Then teacher asked questions related to the text in order to explore Ss

knowledge, Awareness and Skills (KAS) concerning phrasal verbs. Finally, in the post

stage, we cleared up doubts about meanings of different phrasal verbs contained in the

text, and then students were asked to work in trios to discuss and write on a poster a

different ending for the story. Finally, learners presented their work.

The following figure summarizes how semi-authentic texts were used in a

normal fifty minutes class.

Test Phrasal verbs Activity

“I am legend” novel from Richard Matheson

Break in, wear off, go off, and go for.

Pre- brainstorming of ideas and Eliciting.

While-reading activity skimming and scanning.

Post-writing task: create an alternative ending for the text.

“Bob Marley” and his influence on reggae music

Give in. come down, get on

Pre- brainstorming of ideas and Eliciting.

While- reading activity skimming

24

with, and grow up. and scanning and predicting meanings of the phrasal verbs.

Post-writing activity: fictitious story “Mexican Bob Marley”.

“ A letter from Nicole” get off, keep on, stay behind, check in

Pre- Eliciting about past actions on vacation.

While- reading activity about a letter from Nicole, skimming and scanning, predicting meaning of phrasal verbs.

Post- Writing activity: answer the letter from Nicole using the four phrasal verbs.

Figure 3: Texts, Phrasal Verbs and Activities Used in Each Class.

3.3.3 Post-test of phrasal verbs

Dallal (2005: on line) says that “One way to analyze the data is by comparing the

treatments with respect to their post-test measurements” It is then, after giving the

classes to the treatment group, that a post-test will be applied to the participants in order

to analyze the produced data and to develop a conclusion.

The post diagnostic evaluation was the most important element for this study. It allowed

us to determine if semi-authentic texts were a suitable tool to increase the acquisition of

phrasal verbs. We designed the post diagnostic evaluation to contain four different

tasks, all were semi-controlled tasks.

The first task was a matching activity with four phrasal verbs with their definitions,

however, this time students had to match the definition with each phrasal verb. The

second task was to write a semi-controlled e-mail to an e-pal. In this part, we were able

to explore how Department students were using the phrasal verbs in regard to accuracy,

25

appropriateness, recycling and recalling. The third part was again a matching activity

with four questions and four responses; in this case students had to choose the most

likely response to each question. The forth part was a matching exercise with four

phrasal verbs and four pictures in which students had to match the phrasal verb with the

appropriate illustration.

In order to analyze the prior knowledge regarding phrasal verbs in the second writing task, we

designed a scoring grid that illustrates the marks and the evaluation criteria employed.

Evaluation criteria score

Accuracy: that students use the phrasal verbs correctly, with no mistakes.

1 point

Appropriateness: the phrasal verb is suitable or correct for a particular situation or occasion. (Phrasal verbs have to be used in the right context).

1 point

Recalling: to bring to memory the phrasal verbs bye providing a description of each.

1 point

TOTAL: 3 POINTS

Figure 4: Phrasal verb scoring grid

3.3.4 Post Questionnaire Evaluation

Burns in Hernandez and Juarez (2007) states that “Questionnaires are one of the

methods used in action research. Questionnaires are sets of written questions focusing

on a particular topic o area, seeking responses to closed or ranked questions/ options an/

open- ended personal opinions, judgments or beliefs” This questionnaire was designed

for the participants of the group in order to explore their attitudes towards the use of

semi authentic texts to increase the acquisition of phrasal verbs. These questionnaires

26

provided feedback to explore the benefits they had after the taught classes.

The designed questionnaire was divided in two parts. The first part consisted of five

open questions to obtain students’ opinions and suggestions. These questions helped us

to explore how they felt in the classes and if they considered they improved their

phrasal verbs vocabulary with the semi-authentic materials. The second part of the

questionnaire consisted of four closed questions designed to find out how successful the

classes were using semi- authentic materials to develop learners L2 language skills.

3.4 Analyzing the Pre-test Evaluation

The pre-test evaluation was very important for our study because this helped us to

discover if students knew the 12 phrasal verbs we had chosen for the study. Another

objective for using the pre-test evaluation was that it allowed us to compare it with the

post-test evaluation and in this way verify if they had effectively acquired the phrasal

verbs.

This instrument consisted in a test divided into four parts with 12 phrasal verbs and 15

distracters. Students had to achieved the following three characteristics doing this test:

Use the phrasal verbs correctly, with no mistakes (accuracy), the use of phrasal verbs in

the right context (appropriateness), and finally, to bring to memory the phrasal verbs by

providing a description of each (recalling). If a student accomplished two of the

characteristics mentioned before the student received a complete mark, while if the

student had only one of these characteristics, no value was marked.

In the results the highest score from the total of the students was 4.1 for the 12 items

27

(we did not count the distracters); the lowest was 1.6. The average of the grades of the

total group was 3.4.

28

We can summarize the pre-test evaluation results with this chart:

The asterisk (*) in some phrasal verbs is because they are not well conjugated but they have a half value

score.

The following graph illustrates the results obtained in the pre- test evaluation:

The pre-test evaluation was designed based on a selection of 3 different authentic texts.

The semi authentic texts were chosen and modified in order to include of all the target

phrasal verbs. The format and some aspects of the text were changed in order to have

semi-authentic texts.

29

We followed two criteria for selecting the texts:

The readability of the text according to the level of the students

Interesting significant topics to engage learners.

In this chapter the Research approach was discussed together with the population

sample. The different data collection instruments that we used to collect data were also

explored. In the following section of this study we shall explore the results.

3.5 Analyzing Structured Semi-Authentic Material Classes

In the first session, the text “I am legend” by Richard Matheson was read. The format

used in the pre-stage was eliciting with a question “What would you do if you were the

last man on earth?” Through the use of pictures of the movie I am legend, we

considered was an attractive ice-breaker to allow students to activate schemata and

make predicting about the topic and the phrasal verbs included in the text. In the while

stage students were asked to answer some questions about the text. To consolidate the

acquisition of four phrasal verbs (break in, wear off, go off, and go for), students were

asked to discuss and write in a poster with an alternative ending for the text using de

phrasal verbs in context.

In the second session we presented the text “Bob Marley” and his influence on reggae

music. The while activity was a scanning and skimming activity. The main topic was

Bob Marley to foster learners’ KAS about the acquisition of four phrasal verbs. The text

about Bob Marley was presented to students, they were asked some questions about the

30

text in order to assure if students had understood the text. Students were also asked to

predict the meaning of the phrasal verbs (give in, come down, get on with, grow up).

Finally, they were instructed to write a 80 word text about “a Mexican Bob Marley”

using the phrasal verbs previously taught.

In the third session we elicited with the question “What did you do on your last

vacation?” and brainstormed ideas about vacations on the board. The while activity was

skimming the letter from Nicole who sent a letter to her parents. Students also scanned

the text and answered some questions. In this section we asked students to infer the

meaning of the four phrasal verbs. Finally, we instructed students to answer the letter

from Nicole using the four phrasal verbs

3.6 Analyzing Post Evaluation Results.

The results we observed indicate that most learners were able to recall most of the

phrasal verbs but most of them failed to successfully use the new vocabulary

appropriately, in a real context (See Appendix 9 post evaluation Sample). The data

obtained from the first post evaluation activity is summarized in the following figure:

Phrasal verbs Common mistakes

Wear off, go for, go off, pick on Students had problems with the phrasal verb wear off (E.g. they confused the meaning of wear off with “prepare or

remove” instead of disappear)

Figure 5

Results obtained in the first post evaluation activity.

31

The following figure illustrates the results obtained in the second task of the post

evaluation. From a total of 12 phrasal verbs obtained in the following scores:

Participants Phrasal verbs achieved Marks achieved

Percentage of correct responses (%)

1 Get on, keep on, get back 3 75

2 Get back 1 25

3 None 0

4 None 0

5 Get on, keep on, stay behind 3 75

6 Get back 1 25

7 None 0

Figure 6

Results obtained in the second task of the post evaluation.

We can observe that some texts were accurate since students used the phrasal verbs in

the correct context. However, they still had some problems in conjugation and some

problems in accuracy. In the second post evaluation activity students were instructed to

write an e-mail using four phrasal verbs (get on, keep on, stay behind, and get back).

Students were able to recall some meanings of the phrasal verbs because they

remembered them from the texts we presented in our classes. Nevertheless, few students

were able to recall them in the context in which they were used.

In the third activity students were asked to match a question on the left with the most

32

likely response on the right. From a total of four items and four answers, four

participants obtained perfect scores, and three students obtained two scores 2/4= 50%.

In the last activity students we instructed to match an illustration with the appropriate phrasal

verb. The following figure illustrates the results obtained:

Participants Phrasal verbs achieved Scores achieved

Percentage of correct responses

(%)

1 Break in, come down, look up, hang up

4 100%

2 Break in, come down 2 50%

3 Break in, Come down, look up, hang up

4 100%

4 Break in, Come down, look up, hang up

4 100%

5 Break in, Come down, look up, hang up

4 100%

6 Break in, Come down, Look up, hang up

4 100%

7 Break in, Come down, look up, hang up

4 100%

Figure 7

Results of the third post evaluation activity

3.7 Analyzing the Post-Questionnaire Treatment

In the first part of post-treatment opened questionnaire we identified the following

responses provided by the participants:

In question number one, participants shared reactions towards the texts presented in

class such as: the texts were pleasant or good, or even something new, other comments

were that texts were confusing or texts had any interesting thing. We can conclude that

33

semi-authentic might engage students since most students replied that they felt

comfortable and it helped them to enrich their vocabulary.

The second question was related to the texts we used, if the semi authentic texts were

positive or not in the English class for the students. They commented that texts used in

classes were very positive because they felt they had increased their vocabulary and the

texts were motivating. In addition, some students commented that the use of these texts

will help them to practice for their final exam.

For the third question, we explored if students considered that they had learned new

vocabulary during the classes with the semi-authentic material we had presented.

Participants answered positively because the phrasal verbs presented were unknown for

most/all students and they believed it is important to know them because they are

presented in normal everyday life conversation by native speakers.

Participants provided the following comments or suggestions for future use of semi-

authentic material tasks:

Provide more examples.

Be concrete with the meaning of phrasal verbs.

To slow down the pace in order to ensure understanding.

Use semi authentic texts to improve students’ interest in the class.

Present at least one phrasal verbs lesson a week.

Use more dynamic activities.

34

We were pleasantly surprised to discover that most participants showed empathy with

the classes. The results obtained from the second part of the post questionnaire are

summarized in the following figure:

Questions Results

1. ¿Disfrutaste de los textos presentados en clases más que los textos presentados en los libros de inglés?

57.1 % answered that they enjoyed both types of classes: with semi authentic texts and without semi authentic texts. 42.8 % enjoyed the classes more with semi authentic materials.

2. ¿Piensas que los textos te ayudaron a aprender algo?

100% answered that the texts helped them learn something.

3. ¿Te sentiste más cómodo hablando inglés cuando se discutían los textos más que en otras actividades en el salón?

57.1% answered that they felt more comfortable when they discussed the texts than using other activities in the classroom. 42.8% answered that they felt uncomfortable with the semi authentic texts that we presented.

4. ¿Sentiste algo diferente al leer los textos presentados en las clases a diferencia de los textos presentados en los libros de texto de inglés?

57.1 % answered that they saw a difference between the texts in typical English books and the semi authentic texts we presented in classroom. 14.2 % answered that they saw a smaller difference between the texts in typical English books and the semi authentic texts we presented in classroom. And 14.2% answered that they did not see any difference between the texts in typical English books and the semi authentic texts we presented in classroom.

Figure 8

35

Results obtained from the second part of the questionnaire treatment.

(For further information see appendix 10)

3.8 Findings

The results obtained in this study lead us to believe that using semi-authentic material in

foreign language learning could be a useful tool to help increase the acquisition of

phrasal verbs. However, we are aware students did not effectively used phrasal verbs in

the correct context.

In the analysis of the pre-diagnostic evaluation we were able to determine that students

had limited prior knowledge of phrasal verbs because their teacher had previously

taught them in the class. It is worth mentioning that as was previously stated, we were

able to notice that asking learners to memorize lists with a great amount of phrasal verbs

is not helpful to enhance and consolidate their learning. These results gave us a starting-

point in order to plan our classes. We selected the semi-authentic material and designed

different tasks which proved to help students to acquire the target phrasal verbs. That is

the reason why we believe that it is important to raise awareness for ELT teachers

concerning the importance that semi-authentic material may have as a pedagogical tool

in learning phrasal verbs and target vocabulary.

36

Finally, the information obtained through the post questionnaires evaluation applied to

6th semester students demonstrated that using semi-authentic material had been

motivating and interesting for most learners. Another important finding that we noticed

was that when students had a hectic schedule, using semi-authentic material welcome

break from classroom routine. In addition we noticed that the semi-authentic material

was helpful in learning target vocabulary if selected carefully.

37

The following information summarizes the findings concerning this study:

Advantages Drawbacks

Semi-authentic resources are flexible and useful for teaching vocabulary and phrasal verbs.

Semi-authentic materials can be used as another tool to teach phrasal verbs.

Semi-authentic materials and tasks which are carefully selected are helpful to students to acquire the target language phrasal verbs.

When students had a heavy schedule, semi-authentic material was a welcome break from classroom routine.

Texts were useful for learners to learn about the target culture.

It is not always easy to find suitable choices (semi-authentic material). As a result, teachers must be very careful when selecting material suitable for the students’ level.

Elaborating lesson plans with semi-authentic material, requires time because it is difficult to find texts that contain the target phrasal verbs. In addition, texts do not always like to all students. A clear example was the class with a text of Bob Marley because students did know like reggae.

Phrasal verbs might have different meanings according to the context; as a consequence, there is not an exact equivalent in L1.

Figure 9

Findings: Advantages and Drawbacks for Using Semi-authentic material.

3.8. 1 Exploring Success and Failure in Using Semi-authentic material in the

Classroom.

In the following section of the study, we will explore the issues we dealt with when

using semi-authentic material in the classroom, the information is presented in two

parts; in the first we explore the achievements of this action research study, in the

second part, we explore the failures we encountered.

38

SUCCESS

1. Most students demonstrated improvement in vocabulary acquisition when

compared with the diagnostic test results and the post evaluation results, which

indicate that semi-authentic material, were useful for recalling phrasal verbs.

2. Semi-authentic material was a motivating way to introduce phrasal verbs to

students and the activities designed were helpful for our teaching development.

FAILURES

1. We realized that using semi-authentic material could be time consuming and

may run the risk of being over used or texts may not be interest for students.

2. It was difficult to find material that contained the amount of phrasal verbs we

wanted to teach. This is very challenging for most busy teachers.

We conclude that semi-authentic material was a helpful resource to help the increase

knowledge of phrasal verbs in a group of sixth semester language department students

as can be observed in the following figure that compares the pre-diagnostic evaluation

with the post diagnostic evaluation.

Students Pre- diagnostic Evaluation Grades Post- Diagnostic Evaluation Grades

1 1.6 5.6

2 5.0 8.1

3 4.1 6.8

4 4.1 6.2

5 3.7 5.0

6 3.7 6.8

7 1.6 6.2

Average 3.4 6.38

Figure 10

Comparison Grid between Pre and Post Diagnostic Evaluation.

39

In the following grid we compare the pre-diagnostic evaluation with the post evaluation

treatment. The results are noteworthy and provide that semi-authentic material was

Ss Pre-diagnostic Evaluation Phrasal Verbs Achieved

Post-Evaluation Phrasal Verbs Achieved

1 Wear off, grow up. 16% Go off, check in, grow up, give in, get off, break in and come down.

58%

2 Get off, break in, keep on, stay behind, grow up and wear off.

50% Go for, go off, keep on, get on, check in, grow up, give in, get off, break in and come down.

83%

3 Check in, break in, keep on, grow up and wear off.

50% Go for, go off, get on, keep on, stay behind, grow up, give in, break in and come down.

75%

4 Get off, check in, stay behind, grow up, and wear off.

50% Wear off, go for, go off, give in, get off, break in and come down

58%

5 Check in, give in, grow up, wear off and *go off.

37% Wear off, go for, go off, grow up, give in, break in and come down.

58%

6 Check in, keep on, grow up, wear off and *go for

37% Wear off, go for, go off, check in, grow up, give in, get off, break in and come down.

75%

7 Check in, break in. 16% Go for, go off, check in, grow up, give in, get off, break in and come down.

66%

indeed a useful tool to increase the acquisition of phrasal verbs.

The asterisk (*) of some phrasal verbs is because they are not well conjugated.

Figure 11: Comparison Grid with Phrasal Verbs of the Pre-Diagnostic and Post

40

Evaluation Treatment.

The following graph illustrates a comparison of the results obtained in the pre and post

evaluation treatment. As we can observe, students showed signals of improvement in

acquiring the phrasal verbs.

Column graph

Comparison of the results obtained in the Pre-Diagnostic and Post Evaluation

Treatment.

Summary

In this chapter we have explored the concept of action research as well as the data

collection instruments employed in the study to obtain data from participants. We

specified and analyzed the results of the evaluation instruments employed and shared

our findings. Finally, we discussed the success and failures of this study throughout the

treatment process. Future implications and final conclusions will be explored in the

following chapter.

41

CHAPTER IV

FINAL CONCLUSIONS AND IMPLICATIONS FOR THE FUTURE

In Chapter One, we explored our personal interest concerning how semi-authentic

material can be used in EFL classrooms to increase the acquisitions of phrasal verbs. In

the Chapter Two, we discussed the theoretical background that supports this study. In

Chapter Three, we explained the different instruments that we employed to gather data

from students in the sixth semester of language department. Afterwards we discussed

and analyzed the information we obtained from the instruments applied during the three

sessions. In this Chapter, we will explore the implications of this study together with

our personal reflections about what we have learnt from this experience and how other

ELT teacher may benefit from our experience.

4.1 Conclusion

The objective of this study was to demonstrate if the use of semi authentic texts would

help students of the sixth semester of the language department at the Autonomous

University of Chiapas to increase the acquisition of twelve phrasal verbs. According to

the quantitative results we obtained; the majority of the students that formed part of this

study reported that semi authentic texts were motivating for them as well as a little

interesting, but we cannot assure that it helped to increase the acquisition of phrasal

verbs because of the semi authentic texts we use.

42

In addition, the results obtained in this study are useful for further studies in this area.

This may help trainees or even teachers who want to investigate, how semi authentic

texts can be exploited in the EFL classroom for teaching target vocabulary specifically

phrasal verbs.

To conclude, in this study we found that:

The use of semi authentic materials can be a break for the routine.

Classes using semi authentic texts are considerable a valuable teaching approach for

phrasal verb acquisition.

Semi authentic texts have to be interesting to learners or they probably will go off task.

4.2 Implications for Foreign Language Teachers

After the results we obtained and the conclusion of this study, we can affirm that the use

of semi authentic texts can be a useful tool in foreign language classroom. Furthermore,

the results can demonstrate that there are some advantages for using this type of texts in

order to activate students’ interest in learning phrasal verbs. Although we could not

determine if semi authentic texts helped students to increase the acquisition of phrasal

verbs, the data we obtained shows that they improved their knowledge of those of

phrasal verbs.

We are aware that the use of semi authentic texts can complement the use of an EFL

course book and they can replace those extensive lists of phrasal verbs teachers use to

give their students, and according to our experiences as students and teachers of English

usually are ineffective. In this case, an opportunity to let students learn the meaning of a

phrasal verb in context is presented; in this sense, students will acquire better a phrasal

43

verb.

4.2 Implications for Foreign Language Teachers

The results of the study reported that the use of semi authentic texts could influence in

foreign language classroom practice. Results demonstrated an advantage in memory

recall when using semi authentic materials. In addition, the findings indicated that semi

authentic materials can be a break for the routine as well as activate students’ interest in

learning phrasal verbs.

We can assure that the use of semi authentic texts in an EFL classroom practice can

complement the use of an ELT course book and can replace those extensive lists of

phrasal verbs that many teachers give their students to memorize. We have found in our

personal experience as students and as teachers that memorizing lists of vocabulary, in

this case of phrasal verbs is not successful because we tend to forget them if we do not

use them. Finally, using semi authentic texts allows students to learn phrasal verbs in a

real context, in this way permitting students to have a significant learning.

After conducting this investigation we realized that different semi authentic texts and

tasks employed during this process can be shared with colleagues, in this case at the

language department at Autonomous University of Chiapas (UNACH) and the teachers

who use them can complement their classes teaching those phrasal verbs that students

44

should know according to the level B1 according to the European Framework of

Languages. Two examples of semi authentic texts is provided in appendix)

45

REFLECTIVE EPILOGUE

It is important to mention that action research has been beneficial in our professional

development as students and future teachers as well as how pair work has been helpful

to be successful conducting investigation like this. Pair work provides us with the

opportunity to share suggestions, feedback, insights, feedback, success and failure. At

the same time pair works is a good teaching strategy to promote learning trough the

resolution of conflict and controversy.

After conducted this investigation we realized that to be effective in teaching

vocabulary, in this case phrasal verbs must be systematic, conscious, and not random.

We need to select the phrasal verbs according to certain criteria and be careful with the

types of phrasal verbs because students can get confused and get frustrated when using

the phrasal verbs.

The process we went through during the three classes using semi authentic texts was

interesting because we discovered that using semi authentic texts is laborious. First of

all we faced the problem in selecting the phrasal verbs according to the level of the

target population, we decided to use 12 phrasal verbs according to the PET vocabulary

list and we selected only separable phrasal verbs because students might have had

problems in conjugating the phrasal verbs. In addition, it involves selecting the texts and

modifies the text to include all the target phrasal verbs. Then it involves lesson

planning, because we had to design activities that could take place according to the text.

46

At the end of the treatment we found that lack of participation in some activities was

because the students had different tastes in topics, for example there were people who

did not liked reggae and the text was about Bob Marley.

According to our experience during the semi authentic texts treatment applied in

students of sixth semester at the language department at Autonomous University of

Chiapas we were able to answer to our research questions: there were signals of

improvement in the acquisition of phrasal verbs trough the use of semi authentic texts

trough the three different classes.

To conclude, we found that this investigation helped us to practice the theory we

learned in the LEI program. In this sense we can assure that this study was beneficial for

applying all what we learnt during our four years of studies in the LEI program.

47

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CHRONOGRAM (August 2007- August 2008)

MONTHS

Au

gust

ACTIVITIES 1 2 3 4 5 6 7 8 9 10 11 12

Topic

Problem Description

Objective/ Hypothesis

Bibliography Selection

Methodology

Theoretical Frame

Application of the

Instrument

Application of the

methodology

Analysis Results

Elaboration of the research

Report

Implications for future

investigations

52

APPENDIX SECTION

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UNIVERSIDAD AUTONOMA DE CHIAPASESCUELA DE LENGUAS TUXTLA

ENGLISH VI

Pre- test designed by: Hugo Santos S.Instructions: As a part of an investigation about phrasal verbs this test is presented in four parts. Please answer as much as you can and try not to leave gaps because it will be very important when the data collection takes place.

Part 1- Match the picture with the appropriate phrasal verb in the box

3.___________________ 4._______________________

Part 2- Multiple ChoiceComplete each of the following sentences with the appropriate phrasal verb. Note: Some phrasal verbs are conjugated.

1. She ________ her work.a. Checked inb. Get on with

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Get off Check in Break in Come down Check out Break out

1.-___________________ 2.-_____________________

Appendix 1

c. Break up

2. He _________talkinga. Fell downb. Got backc. Kept on

3. She __________ after the lesson to speak to the teacher.a. Break upb. Stayed behindc. Took off

4. I ________, who was the actress?a. Get downb. Fall downc. Give in

Part 3 Crossword. - Answer the crossword puzzle with the correct phrasal verb.

ACROSS4 When a feeling or the effect of something gradually disappears.

DOWN1 When two or more people like each other and are friendly to each other.

2 When people stop having a relationship or stop working together.

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Get along with Break up Grow up Wear off Give up Break inBreak in

3 To become older or an adult

Part 4- Replace the meaning

Match the underlined verbs in these sentences with phrasal verbs made using the verbs from the boxes below and rewrite the sentences. Note: Some phrasal verbs need to be conjugated.

1. When did you return from New York?___________________________________

2. She'd put the phone down before I could say goodbye___________________________________

3. Suddenly the lights stopped working___________________________________

4. The dog reached the man ___________________________________

Thanks for your cooperation!

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Get back Ring off Go off Go for Get away Look for

I Am Legend

From Wikipedia, the free encyclopedia

I Am Legend is a 1954 science fiction novel by Richard Matheson about the last man alive

in a future Los Angeles, California. Is considered as "the first modern vampire novel”.

This novel has influenced the modern vampire genre as well as the zombie genre, and

popularized the fictional concept of a worldwide apocalypse due to a disease. The novel

was a success and was adapted to film as The Last Man on Earth in 1964, as The Omega

Man in 1971, and again in 2007 as I Am Legend.

The story takes place between January 1976 and January 1979 in Los Angeles. Robert

Neville, the protagonist, is apparently the only survivor of an apocalypse caused by

bacteria, the symptoms of which are similar to vampirism and which do not wear off with

any antidote. He spends every day repairing his house, boarding up windows to prevent

vampires from breaking into the house, and stringing and hanging garlic.

One day a dog appears in the neighborhood. Neville spends weeks trying to win its trust and

domesticate it, but the dog tries to go for Neville many times. However he eventually wins

it over. Finally, it dies from the infection a week later.

Neville finds an apparently uninfected woman named Ruth; she runs away. Neville follows

her and after a struggle takes her back to his house. Suspicious that she is infected, Neville

questions her.

When Neville performs a blood test on her, her infection is revealed. Ruth knocks him out

and suddenly she goes off, leaving a note, explaining that she is a spy from a primitive new

society; her people are infected but have discovered a way to hold the disease. She warns

him to leave before they come to destroy him. Neville decides to stay.

Months later, hunters from the new society capture Neville, and take him for public

execution. Before he can be executed, Ruth provides him with pills so that he will feel no

pain. Neville takes the pills and as he dies he reflects on how the new society regards him as

a monster. He becomes a legend as the vampires once were.

UNIVERSIDAD AUTONOMA DE CHIAPASESCUELA DE LENGUAS TUXTLA

SIXTH SEMESTER

57

Source: http://en.wikipedia.org/wiki/I_Am_Legend

Appendix 2

Appendix 3

Activity designed by: Hugo Santos S.

1) Skim the text and underline the correct answer:

1. In what order is presented the information in the reading:

a. Robert Neville died, Neville finds a dog, He spends every day repairing his house.b. He spends every day repairing his house, Neville finds a dog, Robert Neville died.c. He spends every day repairing his house, Robert Neville died, He spends every day

repairing his house.d. Robert Neville died, He spends every day repairing his house, Neville finds a dog.

2. What did Robert Neville do every day?

a. Look for an antidote and try to domesticate the dogb. Repair his house and board up the windowsc. Test blood and try to find vampirese. Hang garlic and look for an antidote

3. What happened with Robert Neville at the end of the story?

a. Robert Neville found an antidote b. Robert Neville lived for a long timec. Robert Neville diedd. Robert Neville got married with Ruth

4. The main idea of the text is:

a. Robert Neville fought against the vampires in order to surviveb. Robert Neville reflected on how the new society regards him as a monsterc. Robert Neville is the protagonist of this noveld. Richard Matheson wrote a novel called “I am legend” the story is about the last man

alive in a future Los angeles, California.

2) Scan the text and Answer the following questions

a. In what year the novel was adapted to a first film?

b. The novel I am legend was considered as the first:

c. Ruth was a _______ from a primitive new society.

d. The story takes place between what year and what year?

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UNIVERSIDAD AUTONOMA DE CHIAPASESCUELA DE LENGUAS TUXTLA

SIXTH SEMESTERLesson Plan by: Hugo Santos

Level: Lower Intermediate Time: 50Aims: Students will learn about “I am legend” novel from Richard Matheson and the final product of the class will be that they will be familiar with four phrasal verbs: break in, wear off, go off, and go for in order to use them.

Lesson plan

Stage Time ProcedureWarm up

Pre-listening

3’

4’

8’

3’

T will elicit with this question What would you do if you were the last man on the Earth? And write and idea map on the board.

Stick a picture of the movie “I am legend” What do you know about the movie? What do you know about the novel? What is the movie about?

T shows 4 phrasal verbs they might not know

T gives Ss the reading and tells them not to read yet. Make students predict what the text is about according to the external text features: the picture, the title in bold, the subtitle, the type of the text.

While stage8’

8’

T gives Ss the reading and tell them to skim the text

After reading the text, T will ask Ss

Who was Ruth?Who was Robert Neville?

After that, T gives a handout (skim and scan) and then T checks the answers

Post-stage 14’In trios discuss and write in bond paper a different ending for the story. Finally, They

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Appendix 4

present their work.

Bob Marley

Very popular in their native Jamaica, where Bob Marley grew up and was considered as a national hero, the Wailers were also reggae music's most effective international emissaries. Bob Marley's songs of determination, rebellion, and faith found an audience all over the world.

Marley left his home in Kingston at age 14. In 1963, with the guidance of Jamaican pop veteran Joe Higgs, Marley formed the Wailers. The band broke up in 1966, but upon Marley’s return to Jamaica, the Wailers reunited and recorded with little success. During this period, the Wailers devoted themselves to the religious sect of Rastafari.

Marley got on with Chris Blackwell, who had released “Judge Not” in England in 1963 in 1972. Blackwell signed the Wailers to Island Records and advanced them the money to record their music in Jamaica.

Now called Bob Marley and the Wailers, they toured Europe, Africa, and the Americas, building especially strong followings in the U.K., Scandinavia, and Africa. In Jamaica the Wailers reached unprecedented levels of popularity and influence.

A 1980 tour of the U.S. was canceled when Marley fell down while jogging in New York’s Central Park. Doctors discovered that he had developed brain, lung, and liver cancer. He gave in eight months later. The reggae music legend finally came down in 1980.

Marley was a pioneer not only because he brought reggae to the world, but because his passionate, socially observant music has become a precedent against which all reggae will forever be measured.

Source: http://www.rollingstone.com/artists/bobmarley

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Appendix 5

UNIVERSIDAD AUTONOMA DE CHIAPASESCUELA DE LENGUAS TUXTLA

SIXTH SEMESTER

Activity designed by: Hugo Santos S.

DISCUSSION:  Discuss the following questions (8 minutes):

1. Do you like reggae?

2. When did you first hear reggae?

3. Have you heard of Bob Marley?

4. What Bob Marley songs do you know / like?

5. What other reggae songs / artists do you know / like?

6. What do you know of Rastafarianism?

7. Would you like to go to Bob Marley’s country of birth - Jamaica?

8. Rastafarians believe marijuana was given to us by God to be enjoyed. What do you

think?

9. Would you like to have your hair in dreadlocks?

___________________________________________________________

UNIVERSIDAD AUTONOMA DE CHIAPASESCUELA DE LENGUAS TUXTLA

SIXTH SEMESTER

Activity designed by: Hugo Santos S.

DISCUSSION:  Discuss the following questions (8 minutes):

1. Do you like reggae?

2. When did you first hear reggae?

3. Have you heard of Bob Marley?

4. What Bob Marley songs do you know / like?

5. What other reggae songs / artists do you know / like?

6. What do you know of Rastafarianism?

7. Would you like to go to Bob Marley’s country of birth - Jamaica?

8. Rastafarians believe marijuana was given to us by God to be enjoyed. What do you

think?

9. Would you like to have your hair in dreadlocks?

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Appendix 6

Source: http://www.breakingnewsenglish.com/0502/06.bob_marley_birthday.html

62

UNIVERSIDAD AUTONOMA DE CHIAPASESCUELA DE LENGUAS TUXTLA

SIXTH SEMESTERLesson Plan by: Hugo Santos

Level: Lower Intermediate Time: 50Aims: Students will learn about “Bob Marley” and his influenced in reggae music the final product of the class will be that they will be familiar with four phrasal verbs: give in- come down-get on with- grow up in order to use them.

Lesson plan

Stage Time ProcedureWarm up

Pre-listening

5’

8’

5’

T will play music from Bob Marley and will ask Ss if

they know him. T will write on the board all the ideas

they have and everything they know about him and his

songs.

In pairs discuss about these questions(Bob Marley pre-

reading)

check the answers

While stage2’

8’

4’

4’

T tells Ss that they have to underline the four phrasal verbs: give in- come down-get on with- grow up and try to guess the meaning.

Ss read the text

After reading the text, T will ask Ss

Who was Bob Marley?

How old was he when he left his home?

What is the name of the band Marley formed?

What disease provoked Marley’s dead?

T asks Ss if they guessed the meaning of the four phrasal verbs and writes the definition of those phrasal verbs on the whiteboard.

Post-stage 15’ minsSs write “A Mexican Bob Marley” how would be his history, his name, the name of the band, write 3 paragraphs. Ej Bobby Martín and the name of the band

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Appendix 7

“Los guailers”.

8/05/2007

Hi mom!

How is everything? Do you and Dab miss me a lot already? I miss you guys a

ton!

I’m doing Ok, but the CELTA course has been really stressful. I keep on

thinking that it’s just stressful because it’s the first week of class, but it just

keeps on getting worse! Then there’s the added stress of working with eight

other girls! Don’t get me wrong, I get along really well with most of them.

But there are one or two who are driving me crazy. They always ask stupid

questions, extending the class into our lunch break instead of just staying

behind after class to talk to the instructor. I try to just ignore them, but I’m

telling you, it’s really hard!

Anyway, my trip was quite an adventure! I got into Cancun really late at

night, so when I got off the bus, I just got a taxi instead of trying to walk.

When I got to the hotel, I could hear people talking inside, but no one would

open the door. Since I didn’t have anywhere to go, I just kept on ringing the

door bell. Eventually, an American guy in his fifties opened the door.

He explained that he had been told not to answer the door, but the manager

was asleep. He went to look for the manager and left me in the kitchen

talking to a Mexican guy who didn’t believe I spoke Spanish.

Anyway, when the American guy reappeared with the half-asleep manager,

who insisted on speaking to me in horrible English. I checked in by showing

him a page I printed from the Internet confirming my reservation. He

seemed to have no idea what it was, but it did confirm the price. He asked

me for 50 pesos or 5 dollars. I asked if he had change and showed him I had

a 20 dollar bill. He just told me to pay him the next day when I checked out.

UNIVERSIDAD AUTONOMA DE CHIAPAS

64

Appendix 8

Appendix 9

ESCUELA DE LENGUAS TUXTLAENGLISH VI

Cuestionario

Nombre: _____________________________________________________________________

Instrucciones: Contesta las siguientes preguntas. Tu respuesta es confidencial y no afectara tus calificaciones de la materia de inglés.

1. Cual fue tu reacción a los textos presentados en las clases de Ingles?

2. Piensas que las clases con los textos presentados fueron positivos para la clase de inglés?

3. Consideras que aprendiste nuevo vocabulario durante las clases con los textos presentados?

4. Piensas que el uso de los textos similares a los presentados en las clases influyeron en tu aprendizaje?

5. Algún comentario o sugerencia de las actividades realizadas en el salón de clases para un futuro?

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1. Disfrutaste los textos presentados en clases mas que los textos presentados en los libros de Inglés?

MAS MENOS IGUAL

2. Piensas que los textos te ayudaron a aprender algo?

YES NO

3. Te sentiste más cómodo hablando inglés cuando se discutían los textos más que en otras actividades en el salón de clases?

YES NO

4. Sentiste algo diferente al leer los textos presentados en las clases a diferencia de los textos encontrados en los libros de Inglés?

MAS MENOS IGUAL

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