TEACHING PHRASAL VERBS TO FRESHMAN STUDENTS AT UNIVERSITIES BY USING COMMUNICATIVE APPROACH

Transcription

1 T.C. SELÇUK ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ YABANCI DİLLER EĞİTİMİ ANABİLİM DALI İNGİLİZCE ÖĞRETMENLİĞİ BİLİM DALI TEACHING PHRASAL VERBS TO FRESHMAN STUDENTS AT UNIVERSITIES BY USING COMMUNICATIVE APPROACH Danışman Yrd. Doç. Dr. ECE SARIGÜL Hazırlayan Kağan BÜYÜKKARCI KONYA, 2006

2 i ACKNOWLEDGEMENTS I would like to express my deep gratitude to the head of Foreign Language Department, Prof. Dr. Selçuk Ünlü, who has been a profound source of academic support and encouragement from the beginning of my academic carrier. I am most grateful to Assistant Professor Dr. Ece Sarıgül, who has supervised and helped me from the beginning of my thesis to the end and who has given me her valuable academic advices. I am so deeply thankful to Associate Professor Dr. Ali Murat Sünbül for his precious and academic advice and suggestions, especially for his help for the statistic part of my thesis. I would like to express my great thanks to Assistant Professor Dr. Abdülkadir Çakır, Hasan Çakır and Abdulhamit Çakır, who were my instructors during my undergraduate study in Konya, for the support to me. Also, I would like to send my thanks to Associate Professor Dr. Fatih Tepebaşılı who has helped me for my thesis. I am deeply indebted to Mr. Hüseyin Kavasoğlu, Mr. Hayri Şenol, Mr. Türker Şenol, Mr. Erdinç Yücel, Mr. Hasan Yılmaz, Mr. Gökhan Şimşek for their valuable support. Finally, I would like to express my sincere thanks to my father, my mother, my brother, my sister and Mr. Osman Dülger, who has always backed me up whenever needed and who has always been a friend, an advisor to me.

3 ii ABSTRACT In our age the necessity of vocabulary teaching, especially phrasal verb teaching, has gained more importance than ever. Not only scholars but foreign language teachers have realized that neither grammar nor vocabulary teaching can be ignored. The aim of this study is investigating the effects of communicative approach on teaching phrasal verbs to university students. This study gives a chance to understand how phrasal verbs differ from the other words, and moreover it provides us with an opportunity to compare the traditional methods with communicative approach. This study has been carried out on two groups, experimental and control, consisting of fifty four students. These students are freshmen students of Seljuk University English Teaching Department. During the study, the experimental group has been taught the phrasal verbs by using communicative approach. The control group has been taught by traditional methods. In the first chapter, I have introduced some background to the study. Moreover, goal and scope of this study, statement of the problem, method of the study, and limitations has been introduced in this first chapter. The second chapter introduces vocabulary and its teaching and importance in language teaching. Also, vocabulary teaching in different methods, sense relations have been introduced in this chapter. In the third chapter, phrasal verb types, prepositions and prepositional types of English have been introduced. The fourth chapter gives information about the communicative approach and other old and traditional methods in language teaching. Moreover, communicative competence and its bases have been explained in a detailed way. The fifth chapter shows the evaluations results of my experimental study. The pre-test and post-test results have been explained. In the conclusion part, the summary, findings and suggestions are presented.

4 iii ÖZET Çağımızda kelime öğretimini özellikle deyimsel fiillerin öğretiminin gerekliliği daha çok önem kazanmıştır. Uzmanlar ve yabancı dil öğretmenleri, ne dilbilgisi ne de kelime öğretiminin göz ardı edilemeyeceğinin farkına varmışlardır. Bu çalışmanın amacı, iletişimsel yöntemin üniversite öğrencilerine deyimsel fiillerin öğretimindeki etkilerini araştırmaktır. Bu çalışma deyimsel fiillerin diğer kelimelerden farkını anlama ve klasik yöntemler ve iletişimci yöntem arasındaki farkları anlama şansı vermektedir. Çalışma kontrol ve deney grubu olmak üzere iki grup ve elli dört öğrenciyi kapsamaktadır. Bu öğrenciler Selçuk Üniversitesi İngiliz Dili Eğitimi birinci sınıf öğrencileridir. Çalışma süresince deney grubuna deyimsel fiiller iletişimsel yöntem kullanılarak öğretilmiştir. Kontrol grubunda ise geleneksel yöntemler kullanılmıştır. Birinci bölümde, bu konuda yapılan çalışmalar tanıtılmıştır. Aynı zamanda çalışmanın amaç ve kapsamı, problemin tanıtılması, çalışmanın yöntemi ve sınırlılıklar bu bölümde anlatılmıştır. İkinci bölümde yabancı dil öğretiminde kelime, kelime öğretimi ve önemi tanıtılmıştır. Ayrıca farklı yöntemlerde kullanılan kelime öğretim yolları ve algı ilişkileri anlatılmıştır. Üçüncü bölümde deyimsel fiiller ve bunların çeşitleri, İngilizcede bulunan e- datlar ve çeşitleri anlatılmıştır. Dördüncü bölümde dil öğretiminde iletimci yöntem, eski ve geleneksel yöntemler anlatılmıştır. Ayrıca iletişimsel yetenek ve bunun temelleri anlatılmıştır. Beşinci bölüm çalışmanın deneysel sonuçlarını, ön test ve son test sonuçlarını kapsamaktadır. Sonuç bölümünde ise özet, bulgular ve öneriler sunulmuştur.

5 iv LIST OF TABLES Table 1: Group Statistics of Pre-test 47 Table 2: Group Statistics of Post-test..47 Table 3: Group Statistics of the Results..48

6 v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS... i ABSTRACT... ii ÖZET... iii LIST OF TABLES... iv TABLE OF CONTENTS... v CHAPTER I... 1 INTRODUCTION General Background to the Study Goal and Scope of the Study Statement of the Problem Method of the Study Limitations... 4 CHAPTER II... 5 VOCABULARY TEACHING Vocabulary Denotative Meaning Connotative Meaning Vocabulary in Second Language Semantics Vocabulary Teaching in Different Methods and Approaches Sense Relations Synonymy Antonymy Polysemy Hyponymy Homonymy Homography CHAPTER III PHRASAL VERBS Presentation Prepositions in English Prepositional Phrases and Verbs Phrasal Verbs Grammar of the Phrasal Verbs Separable Phrasal Verbs... 25

7 vi Inseparable Phrasal Verbs Transitive Phrasal Verbs Intransitive Phrasal Verbs Native Speakers Knowledge of Phrasal Verbs CHAPTER IV COMMUNICATIVE APPROACH Presentation Background to Approaches Old and Classical Methods Communicative Approach Communicative Competence Grammatical Competence Discourse Competence Sociolinguistic Competence Strategic Competence CHAPTER V METHOD OF DATA COLLECTION, ANALYSIS, AND INTERPRETATION OF THE RESULTS Presentation Subjects Procedures Evaluation Instruments The Analysis and Interpretation of the Experimental Study CONCLUSION Summary and Findings Suggestions for the Teachers of English BIBLIOGRAPHY APPENDICES Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix

8 1 CHAPTER I 1. INTRODUCTION 1.1. General Background to the Study The second language has been the center of the interest of linguists and researchers. Large number of people can never acquire a second language at a high level of proficiency. This has had two interrelated consequences for work on second language acquisition. First, it has led to the supposition that learning second language is different from learning, or we can say acquiring, the first language in some sense, and second, it has led to the institutionalization of second language learning to a much greater extent than the first language. (Brumfit; 1984: 33) We can say that there are two ways in which the acquisition is in some sense simultaneous progress of the facility of language as well as of the structure of a language, and it is in fact a natural and automatic product of the process of socialization with human beings. However, although neither of these features may appear at first sight to be applicable to second language development, we need to be so careful not to be the prisoners of our own constructs. (Brumfit; 1984: 34) These differences can be said to be inevitable in communities which are isolated. While first language learning of a person occurs in a natural environment, it is not the same in the second language learning. Learning a second language is a long and troublesome process. The student has to be equally taught all the four basic skills: listening, reading, writing, and speaking. To acquire all these skills, the student must have one thing that can be said to be the basis of language: vocabulary. Knowing a language is to know the certain sound sequences signifying certain concepts or meanings. Speakers of English know what boy means, and it means something different from toy or girl. When you know a language, you know the words in that language, that is, the sound units that are related to specific meanings. (Fromkin and Hyams; 2003: 5)

9 2 So it wouldn t be wrong to say that vocabulary is one of the most important components of the language. One of the main parts of the vocabulary learning is a phrasal verb. A phrasal verb is a verb, which is formed from two or three parts such as a verb and an adverb or preposition. Most of these verbs are formed from a number of common verbs such as go, get, come, put, set, and a number of different prepositions and adverbs such as in, out, up, on, off. When one of the components that form a phrasal verb changes, most of the time, the meaning also changes. For example, however, turn on means to switch on something, when changed into turn off, it means to switch off, which means learning phrasal verbs is really hard and complicated. In our time, the most common approach that is used to teach English or any other foreign language is the Communicative Approach. It focuses on the language as a tool, which recognizes that all communication has a social purpose. According to Howart (1984: 279.), there is, in a sense, a strong side of communicative approach and a weak side. The weak side which has become more or less typical practice in the last ten years, stresses the importance of proving learners with opportunities to use their English for outgoing purposes, and characteristically, attempts to combine such activities into a wider program of language teaching. The strong side of communicative teaching, then again, advances the state that language is acquired through communication, so that it is not merely a question of activating an accessible but inert knowledge of the language itself. If the former could be described as learning to use, the latter entails using English to learn it Goal and Scope of the Study The most challenging part of a language for the second language learners, as it is not the mother tongue of them, is vocabulary, and it would not be wrong to say that learning the phrasal verbs is one of the most difficult parts of it. Teaching phrasal verbs to university students in the best way is really tiring, and also, learning these verbs for students is difficult. The goal of this study is to investigate the affects of communicative approach on learning and teaching phrasal verbs.

10 3 There are many studies on communicative approach in learning English, but nearly no study the affects of communicative approach has been done in learning a specific subject of English: phrasal verbs. This study does not aim to argue, but it simply tries to set out the facts observed in the classrooms. Another goal of this study is to provide English teachers information about how to teach phrasal verbs in the best way with a scope of teaching by the help of communicative approach by considering the real needs and expectations of the learner. The supposition that teaching English phrasal verbs through communicative approach, instead of the traditional ones, is more affective and enjoyable, and teaching phrasal verbs by using this approach can be easier and powerful will be considered throughout this study Statement of the Problem In our time, one of the most challenging subjects in teaching English is learning the new vocabulary, and one of the most difficult parts of the new vocabulary is phrasal verbs. Phrasal verbs consist of two or three parts, which are verbs and adverb or preposition. Phrasal verbs sometimes have meanings easily guessed such as sit down meaning be seated. However, in daily life, they have really different meanings from the verb forming the phrasal verb such as hold up meaning causing to be late or robbing someone. Due to the differences between the meanings of the individual verbs and those of phrasal verbs, teaching phrasal verbs are hard and troublesome. Looking up the dictionary for the meanings of the new words will not be enough for the real meaning. These kinds of verbs can be best learned in daily conversations, which make communicative approach the best way of teaching phrasal verbs. As, the traditional English teaching methods will not be enough for teaching phrasal verbs.

11 Method of the Study In this study, the researches, articles, books, theses, which were done in our country and the world, will be examined carefully. After a detailed literature scanning, the study s theoretical part will be completed. In addition to the literature scanning part, two English classes, whose age and class levels are the same, from our faculty will be chosen. One of them will be experimental group and the other will be the control group, and they will be applied a pre-test separately. Some materials such as filling in the blanks, puzzels, discussion questions (appendix:56) will be used in classroom sessions. When the education period is over, the same classes will be applied a post-test formed by the same questions. Whether there is any change occurring in the experimental group will be determined, and the results will be considered carefully. All the measurement in this study will be shown on charts. In findings part of the study, there will be some suggessions for the English teachers Limitations This study will be carried out at Seljuk University Faculty of Education English Teaching Department. The students of the chosen classes are the freshman students. Each class has nearly 27 students, and the total will be almost 54. The students will be taught the phrasal verbs by the researcher for four weeks. During the research, communicative approach will be used in the experimental group, and the experimental class students will learn the phrasal verbs in context and they will use them as if they are in a daily conversation. Classical teaching methods will be used in the control group. The subjects of this study are all from Seljuk University Education Faculty English Teaching Department. The data collected from these students may not reflect the students at other universities. The data collection is mostly based on the written work of these students.

12 5 CHAPTER II VOCABULARY TEACHING 2.1. Vocabulary It is impossible to learn a language and communicate accurately without learning the vocabulary in that language. It is the same with learning a foreign language. So it will not be wrong to say that vocabulary learning is the most necessary part of learning a foreign language. Students knowledge of vocabulary relates directly to their comprehension. The word vocabulary means listing of the words used in some enterprise, or the system of techniques or symbols serving as a means of expression. Vocabulary is a difficult experience that most of the English teachers face while teaching. No matter how well the students learn the grammar, or no matter how well the sounds of the second language are studied, communication cannot occur in a meaningful way without the words to express a wide range of meanings. Moreover, vocabulary often seems to be the least systematized and the least well catered for of all the aspects of learning a foreign language. (McCarthy; 2003: viii) While the natives of a language may add new words to their vocabulary by reading, occupation, and other activities without paying much attention, the foreign language learners have a need to pay more attention for the learning of new vocabulary. Foreign Language learners seem to rely more on word meaning than on knowledge of the subject or syntax. Shira (1999) states that a certain size of vocabulary has to be known by the learners before they approach a text comfortably. Furthermore, in order to understand a text, readers should be familiar with 95 per cent of the words in the text at any level. The 'bottom line' for reading English at an academic level is 3,000 words, or 5,000 lexical units. But in view of the evidence that the vocabulary size of a native speaking university undergraduate is in the range of 14,000-17,000 words. Therefore it makes sense to assume that FL teachers should do everything they can, to ensure that their students enlarge the size of their vocabulary. Kızıltan (Kızıltan; 1988: 44) states that vocabulary learning includes a troublesome process and causes some problems to the learner as it involves learning the denotative and connotative meanings of the words, as well as the semantic and syntagmatic relations between words.

13 Denotative Meaning Denotation refers to the literal meaning of a word, or we can say that denotative meaning is dictionary meaning of a word. There is a relationship between the words and objects and activities. There is a suitable word for each object which is used for one or more members of objects. This relationship is generally described as the denotative or referential meaning. For example, if you look up the word snake in a dictionary, you will discover that one of its denotative meanings is "any of numerous scaly, legless, sometimes venomous reptiles, having a long, tapering, cylindrical body and found in most tropical and temperate regions." 2.3. Connotative Meaning Connotation, on the other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings. The connotations for the word snake could include evil or danger. Some definitions of words are less definite or factual. They derive their meanings from the circumstances in which the words are used. They suggest quality or emotional tone. These are some words that follow this pattern: DENOTATION Average Childlike Saliva Antique Drunk Reporter Slender CONNOTATION mediocre childish spit old-fashioned; passe intoxicated; under the influence; pie-eyed; soused, stinko journalist; news hawk; legman thin; skinny; sylph-like; svelte A speaker is able to reveal the connotation of a word from the context of the passage because the speaker is able to alter his or her tone, change facial expressions,

14 7 or gesture. But a writer must select words, which are denotatively and connotatively accurate. In propaganda, writers or speakers intentionally misrepresent connotations. For example, the superlative ALL is implied when MANY is really accurate. "ALL of my friends are going to the party; therefore, I should also go." This kind of meaning is similar to phrasal verbs in the way of different meanings Vocabulary in Second Language It is vital for second language learners to acquire enough vocabulary to communicate and understand what is said. Anjel and James (2004: 474) states that vocabulary has characteristically been ignored in foreign or second language instruction. Partly, this may be due to the fact that many teachers assume that vocabulary instruction amounts to telling students to make guesses about the meaning of a word with regard to the grammatical and pragmatic context in which the word is found. However, several recent studies have showed that contextual guessing by second language learners can be very problematic. For example, one problem is that second language learners sometimes misunderstand word forms and this misunderstanding results in failure of contextual guessing. If readers think they have successfully identified a word-form, they will naturally access the standard meaning for that form and not necessarily consider the context for confirmation. Therefore, word-form identification has an important role even before the contextual guessing starts. Our vocabulary consists of the individual words we understand or know the meanings of. Our reading vocabulary consists of words that we understand as we read. It is possible to know the meaning of a word when we hear it spoken but still not be able to read it in print. This is common for beginning readers, whose oral vocabulary, their speaking and listening vocabulary, is often larger than their reading vocabulary. Words come in two forms which are oral and print. Oral vocabulary includes those words that we recognize and use in listening and speaking. Print vocabulary includes the words that we recognize and use in reading and writing.

15 8 In addition, word knowledge also comes in two forms, receptive and productive. Receptive vocabulary includes words that we recognize when we hear or see them. Productive vocabulary includes words that we use when we speak or write. Receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we assign some meaning, even if we don t know their full definitions and connotations. (Lehr, & et al; 2004: 5) The depth of our knowledge for individual words can also vary. We may have a deep understanding for words that we use a lot, knowing all of the different definitions given for a word in a dictionary, for example. Or our knowledge may be shallow when we know only one of the several meanings for a word, or when we have heard a word only a few times but have never used it ourselves or checked on its definition (McKeown & Curtis; 1987). For learning the vocabulary of a language it is necessary to learn the semantic and lexical systems of that language. Students may know most of the words in their mother tongue, but they often have difficulties in finding the meanings of the words of the foreign language. As the students have very insufficient knowledge of the words they fail to communicate with others and explain their ideas, or read daily newspapers or magazines. Lin (2003: Abstract) states that vocabulary learning is the building block of overall language proficiency. Successful second language learning hinges very much on target vocabulary acquisition. Vocabulary knowledge is multi-dimensional. It requires multiple encounters with the target vocabulary in various contexts to fully gain the word knowledge. The process of learning words is accumulative and recursive. A supportive learning environment and direct instruction are necessary for effective vocabulary acquisition. Semantics has some findings that may help learning a language. However, there is not only one single term containing semantics, vocabulary, and developing the vocabulary. The term semantics means the study of meaning and the systematic ways in which those meanings are expressed. The term vocabulary refers to a set or a list of the words of a particular language. And developing vocabulary is putting the concepts of the words in a better order.

16 Semantics Semantics is simply the study of meaning. (Hurford, & Brendan; 1983:1) Semantics is the study of the meaning of linguistic expressions. The language can be a natural language, such as English or Turkish, or an artificial language, like a computer programming language. Meaning in natural languages is mainly studied by linguists. In fact, semantics is one of the main branches of contemporary linguistics. Theoretical computer scientists and logicians think about artificial languages. In some areas of computer science, these divisions are crossed. In machine translation, for instance, computer scientists may want to relate natural language texts to abstract representations of their meanings; to do this, they have to design artificial languages for representing meanings. There are strong connections to philosophy. Earlier in this century, much work in semantics was done by philosophers, and some important work is still done by philosophers. To know the meaning of a set of words (like desk, chair, and orange) would seem to entail knowing that the first two are more closely related to each other than the third. That is, individual word meanings exist within systems of related meanings, and knowledge of the meaning relations among a set of words would seem to follow from knowledge of the constituent meanings. There is sufficient psychological evidence that supports this supposition. Adults are better at remembering words from lists that contain semantically related subsets than words from lists of unrelated words. In addition, if the semantically related words are separated in the list, adults tend to cluster them by meaning in output. On the other hand, speech errors made by native speakers (slip of the tongue) show that most wrong words used come from the same semantic field as the intended word. (Amer; 2002) Amer (2002) also states that in addition to learning the basic sense of each new word, second language learner should recognize its relation to other words with similar meaning. In practice, very few words in any language are interchangeable in all contexts. Thus the term synonym used in foreign language teaching is often confusing and inaccurate. Therefore, it is pedagogically desirable to provide the learner with vocabulary richness activities that incorporate various semantic sets. Falk (1978: 262) states that semantics is the relationships among the noun phrases, as agent and instrument. He explains this statement by such an example:

17 10 - John opened the door. - The key opened the door. In the first sentence, John is the subject; but in the second one the subject is the key. It would be wrong to explain these sentences only by syntactic functions. In the first sentence, John is the agent, doer of the action. But in the second one, the key is not the agent but the instrument by means of which some unspecified agent has accomplished the action. 3- John opened the door with the key. Here John is the agent, but now the key is the object of the preposition; nevertheless, the key remains the instrument. And such relationships are called semantic relations. Anyone who speaks a language has a truly amazing capacity to reason about the meanings of texts. Take, for instance, the sentence (S) I can't untie that knot with one hand. Even though you have probably never seen this sentence, you can easily see things like the following: 1) The sentence is about the abilities of whoever spoke or wrote it. (Call this person the speaker.) 2) It's also about a knot, maybe one that the speaker is pointing at. 3) The sentence denies that the speaker has certain ability. (This is the contribution of the word `can't'.) 4) Untying is a way of making something not tied. 5) The sentence doesn't mean that the knot has one hand; it has to do with how many hands are used to do the untying.

18 Vocabulary Teaching in Different Methods and Approaches In Grammar-Translation Method, vocabulary selection is based most on the reading texts used, and the words are taught through bilingual word lists, dictionary study, and memorization. This method presents the grammar rules and gives a list of vocabulary items with their translation equivalents. (Richard and Rodgers; 2000: 6) Classes are taught in the students mother tongue, but the target language is allowed only for little active use. Vocabulary is taught in the form of isolated word lists. Elaborate explanations of grammar are always provided. Grammar instruction provides the rules for putting words together; instruction often focuses on the form and inflection of words. Reading of difficult texts is begun early in the course of study. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation. Direct Method represents only everyday vocabulary and sentences. Concrete vocabulary is taught through demonstration, objects, and pictures. Conceptual vocabulary is taught by connection of ideas. Questions are answered in the target language. Verbs are used first and systematically conjugated only much later after some oral mastery of the target language. Advanced students read literature for comprehension and pleasure. Literary texts are not analyzed grammatically. The culture associated with the target language is also taught inductively. Culture is considered an important aspect of learning the language. In this Method, lessons usually begin with a dialogue using a modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is never used. There is no translation. The ideal type of exercise is a series of questions in the target language based on the dialogue or an anecdotal narrative.

19 12 For Audio-lingual Method, the meanings of the words of a language can only be learned in a linguistic and cultural context not in isolation. Teaching a language involves the characteristics of that cultural system of the people speaking the language. Vocabulary is strictly limited to pronunciation. New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Vocabulary is strictly limited and learned in context. Teaching points are determined by contrastive analysis between the first and the second language. The Silent Way uses some materials as a set of rods, small colored rods of varying lengths, and a series of colorful wall charts. The rods are used to introduce vocabulary such as colors, numbers, adjectives, verbs, and syntax. The teacher gives single-word stimuli, or short phrases and sentences, once or twice, and then the students improve their understanding and pronunciation among themselves. (Brown. 2001: 29) Richards and Rogers (2001: 82) states that vocabulary is seen as a central dimension of language learning and choosing the vocabulary as crucial. The most important vocabulary for the learner is the most useful and flexible words of the language. Moreover, this functional vocabulary can be accepted as the spirit of the language. James Asher, who developed Total Physical Response, claims that successful second language learning is like first language acquisition. The speech directed to learner consists of primarily of commands that learner responds to physically before they begin to produce verbal responses. This is a method involving game like movements that mainly teach the basic vocabulary. (Richard and Rodgers; 2001: 6) This method uses psycho-motor systems to teach vocabulary. In another method, Suggestopedia, vocabulary is acquired through a subconscious period. Some characteristics of Suggestopedia are the giving over of complete control and authority to the teacher who sometimes can appear to be some kind of "instructional hypnotist" using this method and the encouragement of learners to act as childishly as possible, often even assuming names and characters "in" the target language. All of these principles in combination were seen to make the students

20 13 "suggestible", and therefore be able to utilize their maximum mental potential to take in and retain new material. In Communicative Approach, meaning is dominant. The teacher is a facilitator and guide, not an all-knowing person. Thus students are encouraged to build meaning through genuine linguistic interaction with others (Brown; 2001: 43). One of the most important aspects of this method is that all the grammar and the vocabulary learned grows naturally out of the range of the functional and situational contexts, which are a part of the lesson. Brown (1993: 245) explains the characteristics of Communicative Approach which give us some ideas about vocabulary learning through this approach in four interconnected principles: - The goals of the classroom mainly focus on the components of communicative competence, and they are not restricted to grammatical and linguistic competence. - Language techniques are designed to connect learners in the pragmatic, authentic, functional use of language for meaningful aims. - Fluency and accuracy are seen as the complementary principles that underlie communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use. - In the classroom where the communicative approach is used, learners ultimately have to use the language, effectively and openly, in unrehearsed contexts. Bloser (4) says that in reviewing the research related to the importance of the methodologies associated with quality vocabulary instruction, it is clear that vocabulary learning should not be left to chance. Experts in the field support the use of a systematic and principled approach, incorporating both direct and indirect teaching and learning practices. Vocabulary instruction that improves comprehension generally has the following characteristics: Multiple exposures to instructed words Exposure to words in meaningful contexts Rich or varied information about each word The establishment of ties between instructed words and

21 14 students own experience and prior knowledge An active role by students in the word-learning process Those who have experience in learning a foreign language must know that at the beginning or in the end, vocabulary is always one of the biggest problems in language learning. So the choice for teaching vocabulary has vital importance Sense Relations Sense can be determined by how the expression relates to other expressions in the same language. As in the classical example shows here: the planet has two different names, namely morning star and evening star. They share the same referent but differ in their sense. McCarthy (2003: 15) says that every time we use a vocabulary item, we always choose it rather than any other, which shows us there is a relationship between these items: how they are related to the other in terms of meaning; how they are similar or different from each other. Sense relations makes vocabulary more meaningful and necessary to comprehend the new textes and understand what is said in a new context. The relations between the words, if understood right, may help learning the new kind of vocabulary and phrasal verbs better Synonymy There are two ways in which one may speak of synonymy. Generally, when one speaks of synonymy, it is with reference to the relationship between two predicates, which have the same sense. The word synonymy derives from Greek in two parts syn + nymy, meaning same name. As this would suggest synonymy deals with the sameness of meaning, that is, more than one word having the same meaning or alternatively the same meaning being expressed by more than one name. McCarthy (2003: 16) explains that synonymy means that two or more words having the same meaning. Synonymy is said to be identity of meaning. Two lexical

22 15 items may be said to be synonyms if they have the same meaning. Many English words appear to be very close in meaning to each other. For example: Broad wide Hide conceal Cab taxi Liberty freedom Answer reply However it is not wrong to say that there is not exact synonymy, for in a sentence while a word is appropriate but its synonym becomes very odd. For example, in this sentence answer fits: - He answered 22 questions out of 30. But its synonym reply would be odd. Synonymy, the sub-title of sense relations, is an important part of the language as if the wrong synonym is used that context or converstaion can be unmeaningful, so the teachers of English should have enough knowledge on the synonyms for a better teaching Antonymy Another sense relation is anthonymy, which broadly means the words that have opposite meanings. But this explanation is not adequate for the words may be opposite in meaning in different ways. The words poor and rich are antonyms, but a person s not being rich does not show that he is poor. That is why we can classify antonyms in some types: Simple: sick - healthy, or dead - alive Gradable: hot cold, or tall short Reverses: take give, or come go Converses: teacher student, or king subject. Antonymy is also important for vocabulary teaching, and the usage of these words help students understand the context and is helpful in their learning period.

23 Polysemy We can say that polysemy means multiple meaning. It is a term in linguistic for words or items that have two or more senses. It refers to the phenomenon that one and the same word acquires different, but surely related, meanings, often with respect to a particular context. For example: I have a terrible headache. I have headed for learning English. Her neck is bleeding. The neck of the bottle is broken. The goal of our company is to produce more. Alex scored 3 goals today. Tom drives his car carelessly. I drove her to her house. It is generally agreed that in each case only one word is being discussed, not two that happen to have the same form (to which the name homonym is given). Senses of the same word are seldom ambiguous in context, but the less specific the context, the greater the possibility of ambiguity; for example, if someone who is looking at a picture says what big cranes! It may not be immediately clear to someone who can not see the picture whether the comment refers to birds or machines. The existence of polysemy has obvious dangers: it can make language rather slippery, so that in the course of a piece of reasoning we may be led astray because a key word in our argument is used with different meanings in different places. This often happens in political or moral disputes, where words like freedom and natural get thrown around in ill-defined and shifting senses. On the other hand, the kind of "play" that polysemy gives to language makes it easier to use: communication would really be too difficult if, in every utterance, we had to practice the strictness of definition demanded by mathematics or by symbolic logic. ( Reasoned demonstration is only one of the many functions of language; in some uses, polysemy plays an essential part, enabling us to achieve a complexity and a compression that would otherwise be impossible. The kind of impact Shakespeare produces in his major works would be impossible without the richness given to the language by polysemy because every word is clustered around with associations, derived from the different types of context in which it can be used.

24 Hyponymy Hyponymy can be compared to synonomy. While synonomy is meaning identity, hyponymy is meaning inclusion. When the meaning of a form is included in the meaning of the other, this relationship is called hyponymy. For example, sister is hyponomous with female. The relation of hyponymy captures the idea of a kind of something, for when you explain the meaning of a lexical item such as: tiger is a kind of animal., and it would not be wrong to say that hyponymy is one of the several types of relationships by which language users organize the lexicon. The upper term is called super ordinate, and the lower term is called hyponym. The member of a class is called co-hyponyms. In spite of some exceptions, it is sometimes necessary to give some explanations for the learner. For example, rose is a kind of flower. Or cat is a kind of animal. If the students know the super ordinate term for the word, they can easily understand the meaning of the hyponym. That s to say, if we, as the language teachers, teach the upper hyponyms before teaching the lower ones such as animal and flower before rose and ant, the students may learn the latter ones easily Homonymy Two words are homonyms if they sound alike but have different spellings, or at least different meanings, and two words are synonymous if they have different sounds, or at least spellings, but the same meaning. From a modern philosophical viewpoint, this at once raises questions about whether it is words or occurrences of words that are homonymous or synonymous and what the identity conditions are for words. 'Homonymous' really means 'like-named and 'synonymous' means 'named together.' Things are homonymous, in Aristotle's sense, if the same word applies to them both but not in virtue of the same definition, and things are synonymous if the same word applies to them in virtue of a single definition. Under this term, there are two form called homophone meaning similar pronunciation but different writing and

25 18 meaning and homograph that means same writing but different meanings. example: For - Here hear (homophone) - Bare bear (homophone) - Meat meet (homophone) - Flour flower (homophone) Homography These are the words that are written in the same way but that are pronounced differently and have a different meaning. There are some types of homography such as. 1. The case where what is intuitively a single noun (for example) has several different readings. 2. The case where one has related items of different categories which are written alike. For example, button can be either a noun or a verb. 3. The case where one has what appears to be unrelated items which happen to be written alike. The classic example of this is the noun bank, which can designate either the side of a river, or a financial institution. ( - Live live (homograph) - Read read (homograph) - Polish polish (homograph) - Bow - bow (homograph) All of these sense relations have a role of meking the language more meaningful. A second language learner cannot use that language accurately and effectively without acquiring and understanding these relations.

26 19 CHAPTER III PHRASAL VERBS 3.1. Presentation Making students learn the terms with phrasal verbs is a continuous challenge. The fact of the matter is that phrasal verbs are just rather difficult to learn. Learning phrasal verbs out of the dictionary can help, but students really need to read and hear phrasal verbs in context for them to be able to, beyond doubt, understand the correct usage of phrasal verbs. Schneider (2004: 229) states that particle verbs have a special historical and sociolinguistic status in English. A very large number of these combinations arose during the Early Modern English period, when they constituted an unmarked, native alternative to the exploding number of Latinisms, allowing less educated speakers an encoding of subtle semantic nuances for which the educated classes had Latinisms at their disposal. Phrasal verbs are more informal, and are found in informal texts and in spoken language. Many phrasal verbs have a Latinate equivalent. When students decide on this equivalent, they sound more formal. Conversely, a student who uses an informal phrasal verb in a formal situation (like a business letter) can sound out of place or wrong. The meaning of one single word, if unknown or unclear, can make a whole, perfectly grammatical sentence incomprehensible. Phrasal verbs are elements of the English lexicon that are especially problematic for Turkish speakers learning English as a foreign language, mainly because the meaning of already known verbs changes drastically when combined with different particles. For the learner of English, one of the most annoying and provoking aspects of the language is forming of the special expressions and idioms. When the students begin to get in to that language, they discover that there are dozens of word combinations whose meanings have very little or no relationship with the individual words they are composed of. They learn, for example, the words call and off, and then after sometime they discover that there is a special expression call off which means cancel, but another time they can meet the expression off and on and be surprised to learn that

27 20 this phrase is an expression of time, not one of place or location or direction. (Macmillan 1964: 1) In a sociolinguistic investigation of the usage constraints of expressions for improving weather conditions in the eastern US they find out that there is a consistent class and education difference between those who say it s clearing/fairing (typically higher-status speakers) and those who prefer it s clearing up/fairing off, etc. (mostly those with less education and lower status) (Schneider; 2004: 229). In our time, English prepositions have, for sure, gained importance in helping us determine the word s meaning, which they precede or follow. Due to the fact that the functioning word changes the meaning as a consequence of different prepositional usages, this matter becomes more important. When we use look by itself only, it may have plenty of meanings, but if we use it with at, or for, the meaning becomes clearer. (Özaydınlı; 1994: 3) 3.2. Prepositions in English A preposition is a word showing a relationship between a noun or a pronoun object and some other words in a sentence. Nouns or pronouns always follow them. They are called the biggest little words in English because they have very important functions. (Şeremet and Öztuna; 1999: 29) Among the prepositions, words like "on" or "before" is rather meaningless and hard to describe in simple words. For instance, when you do try to define a preposition like "in" or "between" or "on," you habitually use your hands to show how something is situated in relationship to something else. The structure of the preposition connecting a noun structure to some other word in the sentence may be: 1- a noun: The jeweler showed the diamond ring to his wife. 2- a pronoun: The jeweler showed the diamond ring to her. 3- a gerund phrase: The jeweler did not object to showing the diamond ring to her. 4- a noun clause: The jeweler showed the diamond ring to whoever might be a potential buyer. (Frank; 1972: 181) There are some special functions of prepositions like:

28 21 a) Part of verb (verb preposition combinations): keep on (continue), get up (get out of bed). b) Adverb (mostly place, direction, and conjunctions): He went down. (Down is an adverb) He went down the stairs. (Down is a preposition) I will see you after dinner is served. (After is a conjunction) I will see you after dinner. (After is a preposition) c) Position (A preposition may appear in a final position) Which house does he live in? (A question) There is the house (which) he lives in. (An adjective clause) I don t know which house he lives in. (A noun clause) d) Form (A preposition may be composed of one, two or three parts. Of, at, in, by, from. (One part) Because of, according to, apart from, as for. (Two parts) By means of, with reference to, on account of, in regard to. (Three parts) (Frank; 1972: 181)

29 22 SOME COMMON PREPOSITIONS PLACE POSITION DIRECTION TIME OTHER Above Across Along Among At Away from Behind Below Beyond By Down From In front of Inside Into Near On Opposite Out (of) Outside Over Around Through To After Before At By For During From In Except As Like About With Without By For Beside Between Off In Towards Under Up (Şeremet and Öztuna; 1999: 29) 3.3. Prepositional Phrases and Verbs Prepositional verbs are verb-preposition combinations, for example look at or remind of, in which prepositional functions of the second constituent are still preserved strongly, so with a following noun phrase a construction an be construed either as (simple) verb + prepositional phrase (consisting of preposition + noun phrase) or as (complex) verb (consisting of verb + preposition) + noun phrase (as object). For example: - He looked at the book. - She had to cope with it. (Schneider; 2004: 230) Prepositions are nearly always combined with other words in structures called prepositional phrases. Prepositional phrases can be made up of a million different words, but they tend to be built the same: a preposition followed by a determiner and an adjective or two, followed by a pronoun or noun which is called the object of the preposition. This whole phrase, in turn, takes on a modifying role, acting as an adjective or an adverb, locating something in time and space, modifying a noun, or telling when or where or under what circumstances something happened.

30 23 There are different types of phrases such as: a) Noun Phrase: This is a phrase whose head is noun. It may consist of couple of words or just a single word. - Most of the university students in Turkey are between the ages of Ahmet gave me a book. b) Verb Phrase: It is a phrase whose head is a verb. It often consists of one or two compliments. - I saw him on the roof. - He offered me a good job. c) Adjectival Phrase: An adjective is used as head. - They are enthusiastic. - He is happy. d) Adverbial Phrase: This is a phrase whose head is an adverb. - He ran too fast. - Jimmy opened the door quite easily. Prepositional phrase is different from the other types of phrases (noun phrase, adjective phrase, adverb phrase, and verb phrase) in that it does not have head function that can realize the whole function, because prepositions cannot realize any function without their obligatory complements. Prepositions cannot stand alone. In prepositional phrase, we can differentiate two-phrase internal function. The one that is realized by preposition and the other one realized by obligatory complement. The function realized by preposition is called prepositional. The function realized by obligatory complement is called prepositional complement. For example: - He cut the rope with his knife. Prep. - Prepositional comp. - Last night, he fell from the tree. Prep. - Prepositional comp.

31 Phrasal Verbs Schneider (Schneider; 2004: 230) says that phrasal verbs for example find out or call off, are verb-particle combinations which are frequently semantically not transparent at all and strongly idiomatic, so the fusion of two words to a new, complex lexical unit is practically complete. The phrasal verb is curious in a way. It is often made up of a content word and one or more particles. Phrasal verbs are especially rich in oral communication. Although native speakers of English have no difficulty with them, the learners of English as a second language find them complicated, difficult and hard to learn or memorize. (Bowen, & et al.; 1985: 203) A phrasal verb is a verb and a preposition or an adverb creating a meaning different from the original verb. Phrasal verbs are structural units like prepositional phrases. (Wallace; 1982: 121) The main difference between them is that prepositional verbs cannot be separated. For example: - Jimmy waited for her for two hours. However, most of the time, we can separate phrasal verbs and put the nouns or pronouns between the main verb and the preposition or adverb. For example: - He turned on the lights. Or - He turned the lights on. When a personal pronoun is the direct object of the phrasal verb, it should be used between the verb and the prepositional particle. For example: - This is the woman who brought me up. - That music drives me crazy. Please turn it off. Phrasal verbs sometimes take no object: - I woke up very late. - When I finish reading this book, I ll go on to the next one. Britten and Dellar (1995: 1) state that the same phrasal verb may have several different meanings. This is because each of the commonest adverb particles (such as up, down, on, off, etc.) has a lot of different meanings apart from its basic position or movement meaning. For example:

32 25 - He put down the box. - This grocery store put down the prices. - I ve put down my name on the list. - Jerry put down the boy who was bothering him Grammar of the Phrasal Verbs The meanings of phrasal verbs are often difficult to remember, because they seem to have no connection with the words that they consist of (the verb and the particle). In fact many phrasal verbs are metaphorical, and if you understand the metaphors they use, it will be easier to understand and remember their meanings. Brown (2004: 1) states that students struggling with phrasal verbs has three main reasons. First, complete numbers: currently there are over 4,000 phrasal verbs, many of which are everywhere in the written and spoken forms, and the formal and informal registers of British, American and Australian English. Knowledge of the most common of these is essential if one wants to understand and speak English well. A second challenge is that their meanings are often totally different to the meanings of the individual words of which they are composed, i.e. many are noncompositional and thus non-literal (idiomatic). Moreover, they may have multiple meanings, e.g. a phrasal verb such as put out can have many meanings. A final learning problem is the actually unpredictable grammar of phrasal verbs, mostly the conditions governing the separation of the verb and particle. The rules relating to word order, transitivity, passive constructions, and whether a verb is followed by gerund or infinitive also need to be considered Separable Phrasal Verbs Separable phrasal verbs are the phrasal verbs whose two parts can be separated, and the object can be placed between them. For example: - His mother brought up his son with great difficulties. Or - His mother brought his son up with great difficulties. - The boss turned down the offer. Or - The boss turned the offer down.

33 26 However, if the direct object is a pronoun, we must certainly separate these two parts and put the pronoun between them. For example: - My father turned on the radio. - My father turned it on. - I picked up Ahmet. - I picked him up Inseparable Phrasal Verbs Inseparable phrasal verbs are the phrasal verbs whose parts cannot be separated, and we cannot put the object between these two parts. It does not matter whether we use a noun or a pronoun. Gilman (1998: 4) shows these kinds of words in a daily context: Narrator: It is night. Pat is under a street lamp looking for his car key. His friend Al sees him. Al: Hi, Pat. What are you doing? Pat: I m looking for my car key. I can t believe I lost it! I can t do without my car. I ve got to have it to go get my mother at the airport in a few hours. Al: Let me help you. I m usually good at finding things. My family always depends on me to find things they lose. Narrator: It is a short time later. Al and Pat are still looking for the key when their friends Jackie and Donna arrive. Jackie: Hi, what are you two doing in the street on your hands and knees?! Donna: Yes. Aren t you afraid of a car will run over you? Al: We are looking for Pat s car key. Pat: I hate to ask for more help, but Jackie: No problem. We ll be glad to help you look. Donna: Sure. I bet we find it right away. Narrator: It is much later. The four friends are still looking for the key.

34 27 Donna: I don t understand. Why can t we find it? Jackie: I don t understand either. I think we should stop and talk about another plan of action. Al: That s a good idea. Pat, let s go over everything you did today. Donna: yes. Try to remember where you last had the key. Pat: OK. Let s see When I returned from shopping, I put the car in the garage. That s the last place I remember having it. Al, Jackie& Donna: In the garage! Al: Then why were you looking for it out it HERE!? Pat: Look at the garage. Al, Jackie& Donna: Yes? What about it? Pat: Well, there s light here. There isn t any in the garage. Al, Jackie& Donna: OH! NO! Jackie: Look at all the time we wasted! Don t you have a flashlight? Pat: yes, but it is locked in the trunk of the car. Donna: You know, trying to help you is really asking for trouble. Jackie: Next time remind me to ask more questions first. Donna: Don t worry. I ll definitely remind you. You cannot count on it. Jackie: When we get over the fact that we spent half the night looking for a key in the wrong place, we ll probably laugh. Al: Yeah, when we get over it. Jackie: Well, as my mother says, LIVE and LEARN. In this context we can easily see that these underlined phrasal verbs cannot be separated and it is not possible to put the noun or pronouns between the verb and adverbs or prepositions.

35 Transitive Phrasal Verbs These are the phrasal verbs, which take a direct object. An object can follow the verb. These types of verbs have two types mentioned before under the name of separable and inseparable phrasal verbs. Meanwhile, the object, whether it is a noun or a pronoun, may be after the adverb or between the verb and the adverb. - I talked into my father letting me borrow the car. Or I talked my father into letting me borrowing the car. - I looked the phone number up. Or I looked up the phone number. - They really have very difficult problems among themselves. They need to talk them over like adults Intransitive Phrasal Verbs Intransitive phrasal verbs do not take any object after the adverb or between the verb and the adverb. This makes the structure very simple. There is no passive form with the intransitive phrasal verbs. - When we were in Antalya, we loved to eat out in sidewalk cafes. - After this chapter, I went on to the next one. - I woke up with a loud baby cry Native Speakers Knowledge of Phrasal Verbs Armstrong (2004: ) states that included in the native speaker s linguistic competence is a great deal of information concerning the surface behavior of Phrasal Verbs in English, behavior that is visible on the written page or audible in the utterances of native speakers. This information includes the transitivity of the particles involved and the possible word order of the elements of the Phrasal Verbs and their objects. This information is unconscious and not readily retrievable, except perhaps in grammaticality judgment tests. The native speaker unconsciously knows that in (1) and (2), below, the particle is intransitive: it belongs to, or patterns with, the verb and not the following noun.

36 29 (1) John tore up the contract. (2) John came across the letter. The native speaker unconsciously knows that the flexible word order shown by the Phrasal Verb in (3) is possible, but that (4) is not, and that the pronoun cannot come after the particle in (6) and cannot be placed between the verb and the particle in (8). (3) John tore the contract up. (4) *John came the letter across. (5) John washed them up. (6) *John washed up them. (7) John came across it. (8) *John came it across. Such knowledge is part of the linguistic competence of the native speaker of English. Although it is not readily retrievable, the native speaker can, in certain circumstances, be made consciously aware of it. A second language learner, however, can only be aware of these phrasal verbs and their usages by spending more time on them, and if possible, use these phrasal verbs in their conversations in classroom sessions.

37 30 CHAPTER IV COMMUNICATIVE APPROACH 4.1. Presentation It is vital that teachers provide a safe learning environment, treat language learning as a social process where clear input is an obligation when expecting logical output. Most importantly, foreign language teachers must provide students with adequate teaching methodology and time, as well as appropriate vocabulary and practice activities that will allow for the development of verbal skills. Language teaching gained its importance as a profession in the twentieth century. The basis of modern language teaching has began to develop in the beginning years of twentieth century when the linguists, applied linguists, and others were looking for the new materials ad methods that would be beneficial for more effective teaching methods. Richards and Rogers stated (2001: 1) that frequent change and modernization and the development of sometimes-competing language teaching ideologies characterized language teaching in the twentieth century. They also said that the method concept in teaching the idea of systematic set of teaching practices based on a particular theory of language and language learning is a powerful one and searching for better methods was a worry of many teachers and applied linguists throughout the twentieth century Background to Approaches It has been estimated that nearly sixty percent of the world today is multilingual. From the perspectives of both contemporary age and history, multilingualism and bilingualism is a norm rather than exception. So, it will not be wrong to say that foreign language learning has been a really important issue for ages. Before this century, language teaching methodology was indecisive between two types of approaches: one type of approach focusing on using a language (i.e., speaking and understanding), the other type focusing on analyzing (i.e., learning the grammatical rules.) (Celce-Murcia. 1991: 3)

38 31 Whereas today English is the most widely spoken and studied language, in early times it was Latin that was the dominant language in education, religion and the government in the Western world. However, English, French Italian, and German gained importance as a result of political changes in Europe. Then, Latin displaced as a spoken and communication language. (Richard&Rogers; 1986: 1) Celce-Murcia (1991: 3) assumes that the classical languages, first Greek and then Latin that were characterized by emphasis on teaching people to use foreign languages, were used as lingua francas. They were used very widely in philosophy or religion, politics, and business. Therefore, the educated elite became fluent speakers, readers, and writers of these appropriate classical languages. Today the economical, political, military, and commercial relations among the countries in the world have greatly increased and become more important. For these relations to be carried out, the subject of language teaching has gained great importance. Thus, lots of linguists put plenty of approaches and methods forward for a better language teaching system. Hengirmen (1993: 11) states in his book that the number of the approaches has reached to forty; however, most of these are very similar to each other but only different in one or two ways. After 1950s linguistics has been connected to some science disciplines having some effects on language teaching such as sociology, psychology, anthropology. As a result of this interaction, some mixed science disciplines such as society linguistics, psycholinguistics, anthropological linguistics, and educational linguistics has appeared. It is not possible to abstract and separate language teaching from these science disciplines. Hengirmen (1993: 11) claims that most of the approaches in language teaching have to choose not only linguistic theories but also learning theories. For example, audio-lingual method takes structuralism as a base from linguistics, and it takes behaviorism as a base from learning theory. We can say that language teaching is not a subject that only one of the linguistic disciplines can study itself. Most of these methods have become common in our time, and some of them were tried and found useless. Freeman (2000: ix) states in her book that a study of methods is very useful in teaching a foreign language in some ways. Firstly, Methods serve up as a foil for re-

39 32 flection that may help teachers in bringing to conscious awareness the thinking that underlies the learners actions. Secondly, teachers can choose to teach differently from the way they were taught. They can resist the imposition of a particular method by authorities. In some other situations, when a method is not useful or imposed, methods offer teachers and learners different alternatives for learning or teaching the language. Knowing the methods is a part of knowledge which is a vital part of learning Old and Classical Methods As we have mentioned before, language teaching methods, whether traditional or not, have their own vocabulary teaching ways. To understand, decide and use the right method for teaching phrasal verbs, it is necessary to look them over in a more general way. Steele (Steele: 2005) states that there are therefore various ways in which multi-word verbs can be approached in the classroom. An approach which combines frequent and contextualized exposure with work on awareness rising may work best. Ultimately though, words are learned by the individual, but through memorable presentation, personalization tasks, and importantly, recycling, we can work to create in learners a "sense of need for a word", which thus may lead to vocabulary acquisition. a) Grammar Translation Method When the new and modern languages began to take place in the European schools curriculums, the method used for teaching was same as the method used for Latin. Richard and Rogers stated (Richard&Rogers; 2001: 5) that textbooks were consisting of statement of grammatical rules, vocabulary list and some sentences for translation. Speaking in the target language was the goal, and speaking or oral communication was very limited. The main aim was to apply the given rules for the student. Celce-Murcia (1991: 6) states that grammar translation Method is an extension of the approach used to teach classical languages to the teaching of modern languages.

40 33 In this method, the focus is on grammatical parsing, and one of its typical exercises is to translate sentences from target language to mother tongue. It is hard to decide which is more surprising - the fact that this method has survived right up until today (alongside a host of more modern and more "enlightened" methods), or the fact that what was essentially a method developed for the study of "dead" languages involving little or no spoken communication or listening comprehension is still used for the study of languages that are very much "alive" and require competence not only in terms of reading, writing and structure, but also speaking, listening and interactive communication. The typical sentences were like (Richard&Rogers; 2001: 5): - Thou hast a book. - The house is beautiful. - He has a kind dog. - The horse of the father was kind One of the characteristics of grammar translation method is to learn a language to be able to read its literature or benefit from mental discipline and intellectual development resulting from foreign language study. Grammar translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language. b) Direct Method Towards the end of the late 1800s, a revolution in language teaching philosophy took place that is seen by many as the "dawn" of modern foreign language teaching. Teachers, who were not happy with the limits of the Grammar Translation Method in terms of its incapability to create communicative competence of the students, began to experiment with new ways of teaching language. Fundamentally, teachers began attempting to teach foreign languages in a way that was more similar to first language acquisition. Richards and Rogers (2001: 178) states that this method grew out of the experiences of Tracy Terrell, who was a teacher of Spanish in California and who were trying to develop a language teaching proposal that incorporated the naturalistic

41 34 principles researchers had identified in studies of second language acquisition. Direct method is also called as The Natural Approach, Reform Method, Phonetical Method, and Anti-grammatical Method. This method integrated techniques that were designed to address all the areas that the Grammar Translation did not, that are oral communication, more impulsive use of the language, and developing the ability to think in the target language. Perhaps in an almost impulsive action, the method also moved as far away as possible from various techniques typical of the Grammar Translation Method - for instance using the first language as the language of instruction, memorizing grammatical rules and lots of translation between the mother tongue and the target language. Celce-Murcia (1991: 6) says that this method is a reaction to the Grammar Translation Method and its failure to produce learners who could use the language that they were learning. It is not allowed to use any form of the mother tongue, and lessons begin with dialogs and anecdotes in a modern conversational style. Also, the teacher must be a native speaker, and he uses actions and pictures to make the meaning clear. Thus the appearance of the Direct Method coincided with a new school of thinking that dictated that all foreign language teaching should occur in the target language only, with no translation and an emphasis on linking meaning to the language being learned. The method became very popular during the first quarter of the 20th century, especially in private language schools in Europe where highly motivated students could study new languages and not need to travel far in order to try them out and apply them communicatively. c) Audio-Lingual Method Another great change in language teaching methodology occurred by the beginning World War II, when America became aware that it needed people to learn foreign languages very quickly as part of its overall military operations. The Army Method was suddenly developed to build communicative competence in translators through very intensive language courses focusing on aural/oral skills. This in combination with some new ideas about language learning coming from the disciplines of descriptive linguistics and behavioral psychology went on to become what is known as the Audio-lingual Method.

42 35 This method has the aim to fulfill the lack of emphasis on oral-aural skills. Lessons begin with dialogs, and grammar rules are taught inductively. Skills are sequenced: listening, speaking- reading and writing postponed. (Celce-Murcia; 1991: 6) The aim of the army programs for the students was to attain conversational proficiency in very different languages. The technique that Leonard Bloomfield and his colleagues used was sometimes known as the informant method, for it used a native speaker of the language, the informant, who served as a source of phrases and vocabulary and who provided sentences for imitation, and a linguist, who supervised the learning experience. Students in such classes were generally studied ten hours a day, six days a week. This was the system adopted by the army, and in small classes of mature and highly motivated students, excellent results were often achieved. (Richards and Rogers; 200: 51) d) Silent Way The Silent Way is the name of a method of a language teaching devised by Caleb Gattegno. The basis of this method is that the teacher should be silent as much as possible and the learner should be forced and encouraged to produce as much language as possible. Richards and Rogers (2001: 81) states that The Silent Way shares a great deal with the other learning theories and educational philosophies. Gattegno s work has these hypotheses: - Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. - Learning is facilitated by accompanying (mediating) physical objects. - Learning is facilitated by problem solving involving the material to be learned. Caleb Gattegno founded The Silent Way as a method for language learning in the early 70s, sharing many of the same essential principles as the cognitive code and making good use of the theories underlying discovery learning. Some of his basic theories were that teaching should be subordinated to learning and the teacher works with the student; the student works on the language.

43 36 The most prominent characteristic of the method was that the teacher typically stayed silent most of the time, as part of his/her role as facilitator and stimulator, and thus the method's popular name. Language learning is usually seen as a problem solving activity to be engaged in by the students both independently and as a group, and the teacher needs to stay out of the way in the process as much as possible. e) Total Physical Response Total Physical Response is a language teaching method developed by James Asher. It tries to teach language through physical motor activities such as speech and action. He claims that successful adult second language learning is similar to young children s the first language acquisition. He also says that speech directed to young children consists primarily of commands, which children respond to physically before they begin to produce verbal responses. Asher thinks that adult learners should summarize the processes by which children acquire their native tongue. (Richards and Rogers; 2001: 73) The method owes a lot to some basic principles of language acquisition in young learners, most notably that the process involves a considerable amount of listening and understanding in combination with various physical responses (reaching, smiling, grabbing, looking, etc) - before learners begin to use the language orally. It also focused on the ideas that learning should be as fun and stress-free as possible, and that it should be dynamic through the use of accompanying physical activity. According to Lovik, there are four components of total Physical Response. First of all, there is a strong concentration listening comprehension before language production. This silent period is considered to mimic children s initial exposure to language, when they do not produce language, but only hear it. Secondly, linguistic forms are connected with actions, creating associations between words or phrases and physical actions, gestures, or motions. As a third component, Total Physical Response learners should not be obliged to speak. Speaking should improve in a natural way. And lastly teachers should supply constant comprehensible input to the learners. Concrete examples, gestures, and actions serve as comprehensible input. (Rapstine; 2003: 11) f) Suggestopedia

44 37 Suggestopedia is a method developed by a Bulgarian psychiatrist-educator Georgi Lozanov. It is a specific kind of learning recommendation derived from Suggestology, which is described as a science concerned with the systematic study of the nonrational and/or nonconscious influences that human beings are constantly responding to. (Richards and Rogers; 2001: 101) Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively. The term Suggestopedia is derived from suggestion and pedagogy. Some of the key elements of Suggestopedia include a rich sensory learning environment, a positive expectation of success and the use of a varied range of methods: dramatized texts, music, active participation in songs and games, etc. In this method, yoga techniques are used as a tool for physical relaxation. Due to the fact that education based upon suggestions has some concerns such as learner s relaxation and removing the tendencies of the learner, teaching environment needs some special arrangements. The most authentic characteristics of this method are decoration of the classroom, using music, and the authoritarian attitudes of the teacher. (Hengirmen; 1993: 30) One of the most unique characteristics of the method was the use of soft Baroque music during the learning process. Baroque music has a specific rhythm and a pattern of 60 beats per minute, and Lozanov believed it created a level of relaxed concentration that facilitated the intake and retention of huge quantities of material. This increase in learning potential was put down to the increase in alpha brain waves and decrease in blood pressure and heart rate that resulted from listening to Baroque music. Another aspect that differed from other methods to date was the use of soft comfortable chairs and dim lighting in the classroom.

45 Communicative Approach All of the methods described up to now are symbolic of the progress foreign language teaching ideology underwent in the last century. These were methods that had some influences on new methods. It was a cycle that could only be described as a competition among rival methods in the methodological theory underlying foreign language teaching. Finally, by the mid-eighties or so, the industry was maturing in its growth and moving towards the concept of a broad approach to language teaching that encompassed various methods, motivations for learning English, types of teachers and the needs of individual classrooms and students themselves. It would not be wrong to say that if there is any one umbrella approach to language teaching that has become the accepted norm in this field, it would most probably be the Communicative Language Teaching Approach. This is also known as CLT. Richard and Rogers (2001: 153) state that the origins of Communicative approach can be found in the language teaching system of England, which dated from the 1960s. Since those times, Situational Language Teaching using the practices for basic structures in situation-based activities was the major approach for teaching English. However, just like Americans rejecting Audio lingual method, British applied linguists began to call into question the theoretical assumption of underlying Situational Language Teaching. Chomsky had showed that current standard structural theories of language were not adequate in accounting for the primary characteristic language, the creativity and uniqueness of individual sentences. British applied linguists put emphasis on another fundamental dimension of language inadequately addressed in approaches to language teaching at that time, the functional and communicative potential of language. (Richards and Rogers; 2001: 153) Communicative Approach was an effort to overcome some of the threatening factors in second language learning. The approach seemingly removed the threat of all-knowing teacher, of competing against peers. All these threats may lead to a feeling alienation and inadequacy. The teacher allowed the learner to determine the type of conversation and to analyze the foreign language inductively. In the situations in which explanation or

46 39 translation was almost impossible, it was the learner who became a counselor to aid the motivation and capitalize on essential motivation. (Brown; 2001: 26) Hengirmen (Hengirmen; 1993: 33) shows some of the basic differences between the Audio lingual Method and Communicative Approach. - Audio lingual Method gives more importance to form and the structure than the meaning. However, meaning is the basic for Communicative Approach. - Dialogues based on structure needs memorizing in Audio lingual Method, but in Communicative Approach dialogues, if they are being used, are based on communicative functions and they are not memorized. - In Audio lingual Method, communicative activities come after a long repetition and exercising period. In Communicative Approach, on the contrary, communication efforts should be encouraged from the beginning. - Audio lingual Method looks for a pronunciation close to native speaker. But Communicative Approach looks for an understandable pronunciation. Communicative Approach has some unique principles. First of all, communication takes place when there are at least two people. There is a sender and a receiver in a communication. Starting to think about something, the sender begins to use the language and the receiver gets the language and understand what is the through sent. Another term is contextualization. To be able to use the language in a suitable way, the students need to have the knowledge of the linguistic forms, meanings, and functions. Students may choose the most appropriate form among a variety of functions by means of form, given in the social context and the roles of the interlocutors. The third principle of the Communicative Approach is integration of the language skills. The idea of this principle is based upon that in real life such skills as speaking, listening, reading and writing take place in an integrated way. In a communicatively oriented classroom, the teacher provides the contexts in which the skills are united together in a natural and meaningful way. In this approach, the teacher and the students have roles different from the other methods. The teacher does not act as an instructor but more like a facilitator of the student s learning. Students can be accepted as communicators. They try to make

47 40 the others understand by communicating in the target language though they are not competent in the target language. (Kızıltan; 1988: 27) Demirel (1999: 52) also emphasizes some of the special features of Communicative Approach: More importance is given to the written and spoken activities that are meaningful for the students. Teaching is students-centered. Teaching activities are generally based on dialogs, group activities, simulation, problem solving and educational games. The aim is to teach the materials that are written and used in daily life. The teacher is expected to be adequate in both his native tongue and in the target language. The role of the teacher is to help students to communicate. The communicative approach acknowledges that every time we use language we do so to accomplish some language function such as giving directions, asking for information, persuading or giving assurances. As well as this it is true to say that language functions such as these are always carried out within a social context. When a speaker chooses a particular way of expressing an opinion or an idea he or she does so bearing in mind elements such as intention or emotion as well as the nature of the person who is being addressed or the relationship that he or she has with that person. In this way the manner of expressing an opinion to a close friend may be quite different from the way in which this is done to a parent or to a superior in the workplace. 4.4 Communicative Competence One of the best known models of language ability is known as Communicative Competence. This model was developed to account for the kinds of knowledge people need in order to use language in meaningful interaction. The term was originally coined by anthropologist Dell Hymes as a means of describing the knowledge language users need in addition to the grammatical forms of the language.

48 41 After 1980s, Hymes, who was one of the most respected applied linguists, claimed that a third concept, communicative competence, should be added to Chomsky s two concepts, performance and competence. For performance and competence were not enough to explain the nature of the language. (Hengirmen ) Brown (2000: 246) states that researches on communicative competence separated linguistic and communicative competence to emphasize the difference between knowledge about language forms and knowledge that enables a person to communicate functionally and interactively. There are four different components or subcategories that make up communicative competence. They are grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. Guy Cook ( ) emphasizes that communicative competence remains an extremely powerful model for applied linguistics, not only in language teaching but in every area of enquiry. It moves beyond the rarefied atmospheres of theoretical linguistics and traditional language teaching. Traditional grammar-translation language teaching assumed that knowing the rules of a language and being able to use them was and the same thing. Yet there are many cases where someone knows the rules of a language but is not still a successful communicator. We may point out that knowing a language, then means knowing something about how the language is used as a means of communication Grammatical Competence It is the knowledge of lexical items and the rules of morphology, syntax, semantics, and phonology. This is the ability to use the forms of the language (sounds, words, and sentence structure). Grammatical competence is the main concern of studies in most academic language courses. Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language: the relationship between those two kinds of knowledge is a controversial topic. Grammatical competence is that aspect of communicative competence that encompasses the knowledge of lexical items and of rules of morphology, syntax, sentence grammar semantics, and phonology. It is the competence that we associate with mastering the linguistic code of a language, the linguistic competence of Hymes.

49 42 (Brown ) Grammatical competence is the ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in communication. We can explain grammatical competence by using these questions: - What words do I use? And how do I put them into phrases and sentences? Discourse Competence This is the ability to connect sentences and to form meaningful series of utterances. Discourse means everything from simple spoken conversation to lengthy written texts. It is the ability to understand and create forms of the language that are longer than sentences, such as stories, conversations, or business letters. Discourse competence includes understanding how particular instances of language use are internally constructed. Discourse competence completes grammatical competence in many ways. We can say that it is the ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. Discourse means everything from simple spoken conversation to long written texts. For example, consider the following text: The Space Cadets ate the rocket ship. It was delicious! In this text, what is the meaning of the word "it"? You can figure out that "it" refers to the rocket ship previously mentioned because you have discourse competence in English that allows you to identify the referents of pronouns Sociolinguistic Competence It is the knowledge of the socio-cultural rules of language and of discourse. It requires understanding of the social context where the language is used: the roles of participants, the information they share, and the function of interaction. It is the ability to use language appropriately in different contexts. Sociolinguistic competence overlaps significantly with discourse competence because it has to do with expressing, interpreting and negotiating meaning according to culturally-derived norms and expectations.

50 43 Sociolinguistic competence is most obvious to us when the conventions governing language use are somehow violated, as for example when a child innocently uses a "bad" word or when the expectations present in one culture are unsuccessfully translated for another. Brown ( ) states that this competence is the knowledge of the sociocultural rules of language and discourse. Sociolinguistic competence requires an understanding of the social context in which language is used: the roles of participants, the information they share, and the function of interaction Strategic Competence Strategic competence is to know how to recognize and repair communication breakdowns, how to work around gaps in one s knowledge of the language, and how to learn more about the language and in the context. Strategic competence asks: How do I know when I ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don t know the name of something or the right verb form to use? Strategic competence is verbal and non-verbal strategies that may be called into action to compensate for breakdown in communication due to performance variables or to insufficient competence. It occupies a special place in understanding of communication. It is the ability to compensate for lack of ability in any of the other areas. What do you do when you don't know a word that you need? How do you manage a social situation when you aren't quite sure about the rules of etiquette? In both cases, you rely on your strategic competence to help you communicate. Everyone has some degree of strategic competence in any language. If you are hungry, but cannot speak the language, you can probably still make your need known through gesture and facial expression because hunger is a universal fact of human life. Language learners who really need to communicate in their adopted language tend to develop a number of strategies for making themselves clear in spite of their incomplete knowledge.

51 44 Let us suppose that you are visiting Hungary and suddenly realize that you need to buy some dental floss. You speak some elementary Hungarian but you don't know how to say "dental floss." Having located a likely place to make your purchase, you approach the clerk. Now what? You can use gesture to convey your message. You can coin a word, perhaps "teeth string." You can use circumlocution: "I would like to buy thing for cleaning mouth parts. Inside please." If you can't get your message across, you can give up! Maybe your need for dental floss was not so urgent after all. In the early stages of language learning, instructors and students may want to keep in mind the goal of communicative efficiency: That learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message (due to faulty pronunciation, grammar, or vocabulary); to avoid offending communication partners (due to socially inappropriate style); and to use strategies for recognizing and managing communication breakdowns. The suggestion for a theory of communicative competence is motivated by the identification of how far short of the mark linguistics has come to account for speakers' ability to understand utterances in a communicative context. It is not certain that an account of communicative competence will ever be capable of achieving the kind of strict formalization that now exists for the description of syntactic phenomena. On the other hand, it seems quite imaginable that we can go far beyond the formalization that has been achieved so far in the fields of literary criticism and descriptive ethnographies of communication. This remains a hope for the future. At the present time, much more descriptive work is needed, and is going on, in psychology sociology, and anthropology. Ultimately, the theory of communicative competence will be at least as general as any psychological theory of the individual or any sociological theory of interacting men.

52 45 CHAPTER V METHOD OF DATA COLLECTION, ANALYSIS, AND INTERPRETATION OF THE RESULTS 5.1. Presentation In this chapter the aim is to present the analysis and interpretation of the collected data about the effects of communicative approach on teaching phrasal verbs in English. The data that have been collected from the students by this experiment, will be examined in the parts of this chapter. The analysis and the explanation of this study will be done on the basis of statistical calculations Subjects The subjects of this study are fifty four freshmen students of Seljuk University English Teaching Department. The groups of this study are 1-C day class consisting of twenty seven students, which has been my study s control group, and 1-C night class, experimental group, consisting of twenty seven students Procedures These have been the steps of the study during the experimental study: 1- First of all, the test questions prepared for the measurement of the students knowledge have been selected from Flower s book (1993: ). 2- Forty questions have been selected for the reliability application. 3- Then randomly selected fifty seven freshmen students of 1-B day class and 1-B night class have been applied to these questions. 4- After reliability application to these students, ten questions have been eliminated by using Item and Test Analysis Program ITEMAN (tm) for Windows Version 3.50.

53 46 5- After verification of reliability of the test questions, pre-test consisting of thirty questions has been applied to both classes. 6- Then the four week teaching period has begun, and control group has been taught the phrasal verbs by traditional methods such as just filling in the blanks and explaining the meaning of phrasal verbs. The classroom sessions have been 2 hours for each week. 7- The experimental group has been taught by communicative approach such as discussing the phrasal verbs before telling the meanings of the words. 8- At the end of this one month period, the students have been applied the posttest. 9- The results of the tests then have been analyzed Evaluation Instruments The pre and post-tests are used to measure the knowledge of the students. These tests that are multiple choices consist of thirty multiple choice questions. Both the control and the experimental groups have been applied this multiple choice test. The control group was taught by traditional methods. However, the experimental group was taught by communicative approach. The purpose was to measure the possible difference that might occur after these two different methods used to teach phrasal verbs. After this treatment, the post-test has been applied and the results have been analyzed by t-test.

54 The Analysis and Interpretation of the Experimental Study In this part, the results of both pre and post-tests are analyzed in the comparing the control and experimental groups. Table 1. Group Statistics of Pre-test Group N Mean Std. Deviation t p Experimental 27 20,93 3,700 PRE- TEST 1,75 0,085 Control 27 19,30 3,099 The first table shows the pre-test results. The comparison of the phrasal verb knowledge levels of the two group students has been tested by using t-test before the research. According to the analysis results, the mean of experimental group is 20, 93. And the mean of control group is 19, 30. The t value applied to analyze the difference between the levels of the two groups is 1, 75. According to this value, there is no meaningful difference in the 0, 05 significance level. This means that the group levels are close or almost the same. Table 2. Group Statistics of Post-test Group N Mean Std. Deviation t p Experimental 27 22,00 2,689 POST- TEST 3,05 0,000 Control 27 18,93 3,012

55 48 In the table 2 above, we can see the post-test results of the experimental and control group students. According to table 2, the mean of experimental group students is 22, 00. The mean of the control group students is 18, 93. The t value applied to describe the difference between the test results of the two groups is 3, 95. This finding shows a meaningful difference in the significance level. At the end of the research process, there is a noteworthy difference between the two groups. When analyzed, it is clearly seen that experimental group students have got a more favorable and higher result than the control group students. Table 3. Group Statistics of Results Group N Mean Std.Deviation t p Experimental 27 1,07 2,645 OUTCOME 1,96 0,049 Control 27 -, 37 2,789 In the table 3, we see the score attained from the test results of the students. This outcome scores have been calculated by subtracting the result points of the each student pre-test from the post-test scores. As a result of comparing the outcome results of the students, experimental group students scores have been found as 1, 07., and the control group students score is 0, 37. The average difference of the two group students shows a meaningful difference. Whereas there has been a decrease in the control group students result, in the experimental group there has been a desired improvement. This shows that the communicative approach that has been applied to experimental group students can be said to be successful as expected. Meanwhile, the approach has affected the students in learning phrasal verbs in a positive way.

56 49 However, the control group students, who have been applied traditional methods, have shown a worse result. CONCLUSION Summary and Findings This study aims to find out whether communicative approach has a good and positive effect on teaching phrasal verbs. It is commonly known that communicative approach, especially in our age, allows the students learn the language as a whole. Each method in language teaching has different ways to teach vocabulary and its parts such as vocabulary. For example, grammar translation method forces students to memorize a lot of words with the equivalents in their mother tongue, or audio lingual method gives the importance to speech and vocabulary emphasized at the initial stages In our country, still, the easy way, which is explaining the meaning or just giving the Turkish equivalent of the phrasal verbs, is usually used to teach these verbs or other forms of vocabulary. But, in the light of the literature on the methods and approaches that are used to teach phrasal verbs, it is clear that experimental group students who were taught phrasal verbs in communicative approach have shown a better performance and learning process, which means that communicative approach is really effective in phrasal verb teaching. Another thing to be said is that in teaching phrasal verbs, it would be much better to teach these verbs through discussing and forcing the students to find out their meanings in context. At the beginning giving only the English explanation or denotative meaning would be more useful. The cultural differences and the verbs losing their meaning when used with an adverb or preposition should be explained in a meaningful way. As mentioned in the previous chapters, phrasal verbs are one of the most important challenging parts of the English vocabulary. This means that special and careful attention should be given to them, and the right method should be used to teach them. Although this study has been carried out at Seljuk University, this method may be applied to other students, especially to English Teaching department students. As a second language, English should not be a problematic lesson for Turkish students in our age.

57 50 Various materials such as overhead projectors s, computers, and etc, teaching methods have been still developed for a better second language education atmosphere for the last decades. Using these materials and methods, the most useful of which seems to be communicative approach as it help the students to take a more active place in classroom environment, can be a softer and easier way to teach both the language and its troublesome words such as phrasal verbs. Suggestions for the Teachers of English As the English teachers, we all know that creating a classroom that is student centered teaching atmosphere and making the students participate actively in the class is a really hard task for us. The students expect nearly everything from the instructor, but to overcome such problems, there are certainly things that we need to do such as: - First of all, choosing communicative approach as our teaching method. - Realizing that using old methods can only be a temporary solution in language. - When necessary, stretching this method, and making the lesson more interesting and funnier for the students. For when the lessons can draw the attention of the students, they will certainly learn more and more effectively. - Increasing the number of phrasal verbs in the curriculum. - Deciding to teach the most common phrasal verbs used a lot in daily life. May be we can; if possible; give the synonym phrasal verbs of the verbs, and showing them where and how these phrasal verbs are used in context. - Choosing phrasal verbs according to their frequency of use. When the students meet a word see a phrasal frequently, that words becomes important for them to learn. - Using phrasal verbs in our explanations of someother verb to show that they are commonly used in daily life. Or if possible making them listen to English news and showing them how and how often they are use.

58 51 - Forcing the students, in a persuasive way, use them in their writings and discussion. As this study has been done at Seljuk University, the best way to teach phrasal verbs is to have them use them in any possible way. - Making the students be independent as they are adult, and may be, advanced learners. Group work, making speeches and writing sessions, letting them hear and see how and how often the native speaker use phrasal verbs.

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62 55 Wallace, Michael J Teaching Vocabulary. Oxford: Heinemann Educational Books Ltd. Internet Resources Competence Broser, Zaner. The Research behind the Importance of Teaching Vocabulary

63 56 APPENDICES Appendix 1 TEST 1 Choose the correct alternative to complete each sentence. 1- I must go on a diet. I... a lot of weight while I was on holiday. a) held up b) put on c) settled down d) weighed up 2- We were when we saw how much he had changed. a) barged in b) pulled out c) taken back d) whipped up 3- So you ve passed your driving test! This a celebration! a) bursts into b) calls for c) looks after d) takes after 4- I try to be friendly but it s hard to.. some of my colleagues. a) come up with b) get by c) get on with d) speak out 5- I d better take one of my pills. I think I ve got a headache... a) catching up b) coming on c) dying down d) winding up 6- The plane and was soon flying high over the town. a) clouded over b) fired off c) piled off d) took off 7- After he was knocked out, it took a long time to.. a) bring him round b) fit him in c) keep him in d) let him off 8- What do the initials LTP.? a) build up b) stand for c) take over d) turn out 9- As they re identical twins, it s difficult to.. a) mix them up b) take them apart c) tell them apart d) set them up 10- One of them was injured so the team had to the competition. a) back away from b) drop out of c) get back at d) get behind with

64 Suddenly the fire alarm and everyone had to leave the building. a) got around b) set off c) shot up d) went off 12- She s so depressed. All these problems are really. a) getting her down b) getting round her c) taking her on d) toning her down 13- He as a quiet, thoughtful person. a) bubbles over b) catches around c) comes around d) puts through 14- I m not going so don t try to.. me going! a) speak. to b) talk. into c) tell. into d) talk.. out of 15- A car suddenly in front of me and I couldn t stop in time. a) crossed out b) gave in c) pulled out d) shot up 16- We heard her.. in agony as she dropped the saucepan on her toe. a) boil over b) cry out c) let off d) ring out 17- You ll have to. early if you want to avoid all the traffic. a) come apart b) go about c) put off d) set off 18- I was so tired that I.. on the sofa and went to sleep. a) dropped in b) flaked off c) glazed over d) stretched out 19- I had to.. the boss while she was away. a) move on to b) put in for c) stand in for d) try on 20- Some information has but we still don t know what exactly is going on. a) dropped in b) fallen through c) got away d) leaked out 21- The music and it was impossible to have a conversation. a) blared out b) played off c) turned up d) set off 22- I m sure he ll the chance of earning some extra money!

65 58 a) fall for b) get at c) jump at d) stand for 23- We finally managed to.. our point of view. a) bring her round to b) fool her into c) take her up on d) fix her up with 24- On the day I left, the whole family.. at the station. a) saw me off b) showed me out c) stood in for me d) took me up 25- Why do they talking about money all the time? a) keep on b) side with c) take after d) work off 26- She had to because someone else wanted to use the phone. a) hang up b) keep up c) stand out d) take back 27- The changes were gradually so that everyone could get used to them. a) come to b) handed over c) phased in d) stood in for 28- A lot of money must have that expensive-looking carpet. a) added up b) gambled away c) gone on d) got off 29- She was so convincing that we were completely by her story. a) gone through b) held down c) taken in d) told off 30- So many people were ill that we had to the meeting. a) call off b) mix up c) set down d) put out

66 59 Appendix 2 CAMBRIDGE INTERNATIONAL DICTIONARY of PHRASAL VERBS Photocopiable Worksheets CAMBRIDGE INTERNATIONAL DICTIONARY Of PHRASAL VERBS About these worksheets These exercises and activities have been designed for use with the Cambridge International Dictionary of Phrasal Verbs and the Cambridge International Dictionary of Idioms. They can be used with students from intermediate to advanced level. Their aim is to give students practice in a variety of language areas connected with phrasal verbs and idioms, including vocabulary building, grammar, collocation and using different varieties of English and different registers. They are also designed to give students greater confidence and skill in using a monolingual dictionary. The worksheets can be photocopied freely for classroom use or for self-study. We hope you and your students enjoy using them. For further information about these and other dictionaries, please contact ELT Marketing, The Edinburgh Building, Shaftesbury Road, Cambridge CB2 2RU, UK. Tel: +44 (0) Fax: +44 (0) [email protected]

67 60 WWW: Cambridge International Dictionary of Phrasal Verbs PB HB Cambridge International Dictionary of Idioms PB X HB Cambridge International Dictionary of Phrasal Verbs Grammar Phrasal verbs consist of a verb and a particle e.g. get down, or a verb and two particles get down to. Sometimes the phrasal verb is intransitive, which means it does not need an object after it e.g. drift off: She closed her eyes and drifted off. Sometimes the phrasal verb is transitive, which means it needs an object to make sense. In some cases the object can be placed between the two parts of the phrasal verb or after the phrasal verb, e.g. drink sth up or drink up sth: Drink up your coffee. We ve got to go. or Drink your coffee up. We ve got to go. In other cases the object can only come after the phrasal verb, e.g. border on sth: Swaziland borders on South Africa and Mozambique. The dictionary has a clear system to show how the grammar of phrasal verbs works using abbreviations like sth (something), sb (somebody), swh (somewhere). 1 Look up the following phrasal verbs in the dictionary to find out whether they take an object. If they do take an object, show with a tick (_) whether the object comes between the verb and particle, after the particle, or in both places. 1. drop by

68 61 2. abide by 3. ask out 4. bear up 5. breeze through 6. consist of 7. fasten up 8. pore over 9. live through 10. take against 2 Put these words into the correct order to make sentences with some of the phrasal verbs from exercise evening might by said she she drop later this 2. freezing coat it s fasten your up there out 3. wars grandparents two lived world through my 4. him drink she for ask phoned a to out him 5. through he exam difficulty breezed no with the 6. to discover map over they pored trying the they where were 3 Correct the mistakes in these sentences. The dictionary gives you extra information to help you. 1. This wine is coming from the south-west region of the country. 2. He s nearly 90 and he still fends for him. 3. She holds with a firm attitude to discipline in schools. 4. The next topic for discussion was passed on to very quickly. 5. The house was led to by a long winding path. 6. I was really set against to do this course before I started. 7. They must sit on quite a bit of money. 8. It makes me feel pretty happy when I think back what happened.

69 62 Vocabulary building 4 Choose the best meaning of the phrasal verb from the words in the box. 1. pick on (a) collect (b) recognize (c) criticize (d) take 2. put away (a) forget (b) send to prison (c) substitute (d) criticize 3. cut back (a) stop (b) remove (c) reconnect (d) reduce spending 4. loosen up (a) relax (b) untie (c) prepare (d) allow 5. pour down (a) be honest (b) rain (c) appear (d) leave 6. pop off (a) appear (b) explode (c) leave (d) forget 5 Use the phrasal verbs in Exercise 4 to fill the gaps in the sentences below. Use the correct form of the verb. 1. It... for most of the summer this year. 2. They... for two years for their part in the crime. 3. I ve got to... now. I ve got a dentist appointment at They always... her because she s the smallest. 5. He was quite nervous at first but soon We re going to have to... next year with only one salary. Collocation 6 A lot of phrasal verbs are formed using the same verb but with different prepositions. Look at these diagrams for get and make. Fill in the correct prepositions. Use the words in the box below if you need to. a proposal the right people an incredible story in get for

70 63 90 a habit an operation make away $2000 the mountains up the loss for through on with into over with up for 7 Now write sentences using these phrasal verbs in context, e. g. She still rides a bike and she must be getting on for 90. Fixed expressions 8 Some common fixed expressions are highlighted in bold in the dictionary. Which words do you think can be used with the phrasal verbs below to make fixed expressions? 1 meet with a with both feet 2 jump in b the sun 3 pile on c to the nines 4 go up d your approval 5 go against e with flying colours 6 dress up f the grain 7 come through g the agony 8 soak up h in flames Now look in the dictionary to check your answers and to see these expressions given in an example sentence. Same form, different meaning

71 64 9 Some phrasal verbs have the same form but more than one meaning. Look at the sentences below. Match each of them with the more likely meaning a or b. 1. New hotels and apartments are going up all along the coast. a The buildings along the coast are exploding. b New buildings are being built along the coast. 2. They fell out over a stupid argument. a They aren t friendly with each other any more because they had an argument. b They fell out of the house when they had an argument. 3. It was so hot in the stadium that I thought I was going to pass out. a I felt faint because of the heat in the stadium. b It was too hot in the stadium so I decided to leave. 4. Her father set her up with her own flat when she left college a Her father tricked her into buying a flat. b Her father gave her the money to buy a flat. Theme panels 10 Fill in the gaps in the following sentences with an appropriate phrasal verb. All the sentences are connected with money. Look at the Money theme panel in the back of the dictionary to help you. 1. I went to an art gallery and... on a painting by a local artist. 2. She... a lot of debts when she was in college. 3. You can... your loan in installments. 4. My father gave me some money to help... me... for a few months. 5. We re going to have to... some more of our savings to pay for the holiday. 6. We can hardly... on so little money.

72 65 If you are working in class, look at another theme panel. Write your own gap fill exercise using another theme and pass it on to a partner. Common phrasal verbs 11 The questions below each contain a common phrasal verb. (Common phrasal verbs are highlighted in the dictionary, for example look at carry on on p. 37.) Match the remarks on the left with the responses on the right and fill in the gap with the correct particle. letter. 1. I m fed up of living with my parents. a I just have to finish... this 2. Why s there so much water on the floor b It s OK I can hang... a minute. 3. Are you ready to go yet? c OK but it didn t really live... to my expectations. 4. How was your holiday? d Alright, I give We re busy at the moment. e The washing machine s broken You ll never guess the answer. f Why don t you move...? Different phrasal verbs for different situations 12 Where would you expect to hear the following? In American, Australian or British English? 1. They fell about laughing when they saw him. 2. They ve dealt him out of the plans and he s not happy. 3. Try to hang in a little longer. 4. We happened by your house last night but you weren t there. 5. If you tell John he ll try and knuckle in on it. 6. Why don t we crack on and try and get finished early. 13 Some phrasal verbs are only used in certain contexts. Tick the correct column for these verbs. informal formal literary humorous old-fashioned depart from

73 66 consign to conk out be crying out for creep over do for kick about dine out on Nouns and adjectives 14 A number of nouns and adjectives are formed from phrasal verbs. For example, see grow upon p Use the phrasal verbs in the box to form nouns or adjectives to fill the gaps in these sentences. hand out cast off come up go ahead back up leave over take in set up 1. Don t forget to take a... of your files. 2. I always had to wear my sister s... when I was a child. 3. It s a great film. There s a new... actress in the lead role. 4. Just give me the... and I ll get on with it. 5. I can t get to the lecture so could you get me a copy of the You ll have a much healthier diet if you increase your... of fruit and vegetables. 7. They are very organized. They ve got a good We had so much food after the party that I was eating... for days. Printed in the United Kingdom at the University Press, Cambridge.

74 67 Appendix 3 Phrasal Verbs with Up B Across 1. The boss has a tendency to up and yell at employees for no reason. 6. Why don't you up painting or tennis? 7. If the children up, put them to bed earlier. 10. I decided to up on my French before going to Paris. 12. We usually up shop at 6 P.M. 13. We had to up to get tickets. 14. up the good work. Down 2. We've been rehearsing for 6 hours. Let's it up. 3. I up at six every morning. 4. He wanted to up his essay when he saw the F on top. 5. If you up this opportunity, you may not get another chance. 8. I really have to up on my sleep. 9. If you up late for class again, the teacher will fail you.

75 She decided to up with her boyfriend. 11. up your wait clothes to dry. 13. If you don't know what it means, it up in the dictionary bogglesworld.com B L O W G R T P E T A K E A C T C P A S A S B R U S H T H R A C L O S E L I N E H W A O G K O K E E P

76 69 Appendix 4 Phrasal Verb Selection 1 Match the highlighted phrasal verbs with the best definition: (a) The gas heater blew up and destroyed the house. (b) Can you take care of my dog while I m away? (c) If you come across a post office, can you buy some stamps? (d) Did anybody come up with a solution? (e) This year I m going to cut down on junk food. (f) There are so many mistakes we ll have to do it over. (g) I dropped by friend s house on my way home. do again choose get up look after quit explode arrived (h) His grades were so bad that he decided to drop out of university. met by chance (i) Do you want to order in or eat out? used up (j) I don t get along with Jack so I d prefer if you didn t invite him. stand, bare (k) Why don t you look up his address in the phone book? delay (l) You can t trust him because he makes up stories all the time. think of (m) She picked out a long black dress to wear. (n) We put off our vacation plans until next year. find by chance reduce restaurant (o) I am not going to put up with the noise and garbage anymore. eat at a (p) I want to get rid of some old clothes. (q) I ran into my old friend at the movie theater. have a good relationship visit (r) Our car ran out of gas so we had to walk two hours to the gas station. undress (s) After we set up the tent, we started to make dinner. (t) He showed up two hours late. (u) You should take off those wet clothes. answer rudely make quieter arrange

77 70 (v) Jake talked back to his mother so his mother punished him. tell lies (w) I turned down the volume after the neighbors complained. search for, find (x) I usually wake up at five in the morning. remove, throw away ( bogglesworld.com)

78 71 Appendix 5 Phrasal Verb Questions How often do you eat out? Who do you get along well with? What happens if you talk back to your teacher? Have you ever put off doing a very important homework assignment until the last minute? Do you ever show up late for class? Where can you look up somebody s telephone number? Do your friends ever drop by uninvited? Do you ever have to take care of one of your relatives? Have you ever run out of gas? Do you know anybody who dropped out of school? Have you ever run into your teacher at the supermarket? What do you think you should cut down on? ( bogglesworld.com)

79 72 Appendix 6 Mixed Phrasal Verbs 2 Preposition Practice across along along around down in into off off off on out out out out over over under up up 1. My job starts at 6:00 AM, so I have to get... really early to make it to work on time. 2. Don't put your homework off until tomorrow. Just do it now and get it... with. 3. James came... a lot of money when his grandfather passed away. He could retire right now if he wanted to. 4. When the alarm went..., everyone proceeded calmly to the emergency exits. The fire chief was very impressed with the organization of the drill. 5. If you have an old blanket, bring it... so that we have something to sit on at the beach. 6. Although the team was both mentally and physically exhausted because they had not slept in almost 48 hours, they kept... walking so they could reach the Ecochallenge finish line before dawn. 7. Hey, check... Tina's new haircut. Doesn't she look great? 8. I don't have time to clean the kitchen right now. Maybe I can get... to it later. 9. Good parents don't put their children..., they give them constructive criticism which helps them to become better people.

80 I love your new outfit. Especially your shirt, it really brings... the color of your eyes. 11. I came... an old picture of Daniel while I was looking through the trunk. It's the one I took when we went camping at the beach. 12. As consumer demand for the product changed and competitors flooded the market, the once highly profitable company finally went... Even the best businessman cannot keep a company going if nobody buys the product. 13. Look..., there's a rattlesnake under the picnic table! 14. The dealer tried to pass the painting... as an original Van Gogh, but the appraiser immediately recognized it was a fake. 15. The rebels have taken... the capital city and toppled the sitting government. It looks like the revolution is over and the tiny nation will finally gain its independence. 16. When you are finished using the computer, can you please turn it Ever since their big fight last month, John and Deborah haven't been getting... at all. They are constantly arguing with each other. 18. Cheryl was taken... by the con artist at the airport. He stole her passport, her plane ticket and $ I am going to accept the research position at the Sorbonne. The pay isn't that great, but there is no way I am going to pass... the opportunity to live in Paris. 20. I can't afford to put... that much money for a new television. I can barely pay my rent!

81 74 Appendices 7 READING UNIT Tom Smith usually has only 15 minutes to eat lunch so he bolts it down (1). This does not mean he eats much for lunch since he only has a sandwich and a coffee. However, his wife Susan loves cooking and she always whips up (2) a wonderful dinner. This explains why Tom is not so thin. He pigs out (3) every evening on a full course dinner - a roast with vegetables and a pasta side and to top it off (4), a big dessert which Susan picks up (5) on the way home from school where she is a teacher. Susan is quite petite, so it is not surprising that she only picks at (6) all the food she prepares and just gnaws at (7) a carrot or some other vegetable while she listens to Tom speak about his day. For breakfast, Tom sometimes warms up (8) Susan's left-overs and then he runs off for another day of work. This is against the doctor's advice so Tom should think about cutting back (9) on meat and eggs to bring down (10) his cholesterol. Actually, Mary, the woman who helps them with their house also has high cholesterol, even though she has cut out (11) meat and eggs and is on a diet of fish and steamed vegetables. Recently, however, Susan has noticed that the whiskey bottle is emptying out quite quickly so she suspects that Mary is knocking it back (12) now and again. This would be OK except for the fact that this is Susan's favourite bottle of whiskey! So, what did the phrasal verbs mean? Write a short explanation for each. 1. to bolt down 2. to whip up 3. to pig out 4. to top off 5. to pick up 6. to pick at 7. to gnaw at 8. to warm up 9. to cut back 10. to bring down 11. to cut out 12. to knock it back

82 75 Appendices 8 Advanced Level Dialogue: A Neighbor's Advice Fred: (looking at James' back yard) I've got to admit you have a beautiful backyard James. How do you do it? James: Well, it does take time and patience. But I've also got a few secrets... Fred: OK, OK, what do I have to do to get you to reveal your secrets? You know if I had the money, I'd just hire a gardener. James: No, no you needn't do that. I'd never hire a gardener. Why, working in the yard is the greatest form of relaxation that I know of! Fred: You're kidding, right?! I would never have planted so many trees if I had known how much work they'd require. James: You see, that's your problem. Right there. You're attitude is all wrong. Fred: Excuse me. My attitude is wrong? What does attitude have to do with gardening? James: You've got to love working in the backyard - that's my secret! Fred: Love working in the backyard --- What! What kind of secret is that? I expected some special lawnmower, or a special type of gardening tool. James: No, any lawnmower or tool will do the job. It's all in the mind. Fred: I can't believe what you're saying. Let me see if I understand this:... James: It's very simple... Fred: If I had a better feeling about my work in the garden, everything d be wonderful. I'd have a beautiful lawn like you; I'd have healthy plants like you. James:... yes, yes that's it. You've got it! Fred:... all just a simple matter of enjoying myself. James: Now you understand. Fred: Look, can I borrow the tea you are drinking? Because, to tell you the truth, I think you're crazy!!

83 76 James: Oh, Fred, we live in modern times, but the old farmers know, what you put into the land you reap. Fred: On second thought, I think I'll just pay a gardener. James: Ha ha, that won't work. Fred: Why not? James: Because he has to enjoy his gardening... Fred: Please, James, thank you very much for your advice. But, don't start in again!

84 77 Appendices 9 1B. Good & Bad Feelings Rewrite the text, avoiding the PHRASAL VERBS in the underlined sections: An unhappy relationship Veronica had always looked up to Philip. Before too long, he had taken to her as well. He was given to Italian food and she cooked him Lasagne every week. Unfortunately, Philip's mother, Betty, looked down on Veronica. The main problem was that Veronica smoked heavily wherever she went. This really got on Betty's nerves, but it didn't put Philip off. One day, Betty, who was afraid that Veronica wanted to get off with her son, decided to talk to Philip directly. "How can you put up with someone who always has a cigarette in her mouth?" she complained. "Why does Veronica make you feel so cut up? Whenever she tries to be friendly you always put her down," he answered. "A week later, Veronica and Philip fell out when he found a cigarette end in his Lasagne. She told him that he was as bad as his mother and he became very angry. They never made it up and decided never to see each other again. This went down well with Betty, who decided that she would prepare Italian food for her son every week. Admire look up to Regard with contempt look down on Get to like take to Annoy get on one's nerves Become attracted to fall for Depress get down Please go down well with (Feel) angry (Feel) put out Make love to get off with Cause to lose interest put off