TABLE OF CONTENTS

1. CHAPTER I............................................................................................................2 2. CHAPTER II...........................................................................................................4 3. CHAPTER III.........................................................................................................17 4. CHAPTER IV.........................................................................................................39 5. BIBLIOGRAPHY...................................................................................................44 6. APPENDIX SECTION...........................................................................................49

CHAPTER I BACKGROUND INFORMATION/ STATEMENT OF THE PROBLEM When I entered the Tuxtla language school at the Autonomous University of Chiapas my favorite part of studying English was to learn vocabulary about every thing I found interesting and useful when speaking English. However, during this long process of acquiring vocabulary or lexical items, I had to face the fact that I was unfamiliar with some words, as a result I used to avoid them because there were complicated for me. Later, with time I learned that those difficult words were called phrasal verbs or multiword verbs. In my own experience as a student and as a teacher, I have found these difficulties with phrasal verbs, not only when acquiring them, but also when teaching them. For instance, there are many classmates and colleagues that claim they have had the same problem, teaching phrasal verbs and helping their students to acquire them. In fact, Sjholm (1995:75) states that, most L2 learners carefully avoid idiomatic expressions, and sound stilted in consequence. Learners tend to avoid idiomatic expressions also in cases where there exists a literal equivalent in their L1

For all of the above reasons I believe it is important to investigate this phenomena and try to find alternatives to successfully teach phrasal verbs and help learners acquire them by using semi authentic texts in order to show them a different perspective of how to learn and how to use phrasal verbs effectively instead of avoiding them.

RESEARCH QUESTIONS The research question addressed in this study is the following: It is possible to significantly increase the acquisition of phrasal verbs by using semi authentic texts in one group of sixth semester in the department of language at the Autonomous University of Chiapas. If so, how may this be proven? OBJECTIVES In this study, I will attempt to achieve the following objectives: General Objective To discover whether using semi authentic texts in one group of sixth semester of the department of language at the Autonomous University of Chiapas is useful in increasing the acquisition of phrasal verbs. Specific Objectives To explore the benefits learners of English might have when using semi authentic texts. To analyze the repercussions of using semi authentic texts in learners acquisition of phrasal verbs. HYPOTHESIS The use of semi authentic texts during a 3-class trial period will be beneficial to teach phrasal verbs in English at level B1 of the Common European Framework of Reference for Languages at the Autonomous University of Chiapas in one group of sixth semester of the language department. I hope to explore how the acquisition of phrasal verbs may be achieved.
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CHAPTER II THEORETICAL FRAMEWORK INTRODUCTION Learning a foreign language is a long process, which involves many difficulties that must be faced in order to achieve learning goals. It is challenging for students to learn different pronunciation, grammar, culture, etc. It is especially challenging to learn different lexical items. In this sense, it is extremely common that in this process students have problems in increasing the acquisition of phrasal verbs or multi-word verbs. As a consequence, I believe that it is important and useful to investigate and provide an alternative in teaching phrasal verbs by using authentic texts in a BEd group at the language school at the Autonomous University of Chiapas. According to Dong- Kyioo (2000), there are many researchers that support the idea of using authentic input to teach a foreign language (Allen, Bernharst, Berry, & Demel, 1998; Bacon, 1992b; Bacon & Finneman, 1990; Bragger, 1985; ciccone, 1995; Herron & Seay, 1991; Lee, 1995; Secules, Herron, & Tomasello, 1992). It is particularly useful since this kind of input offers two important characteristics: linguistic and cultural information that may not be found in pedagogical texts. In this chapter I will explore the literature related to this study. Firstly, I will explore the authenticity in the foreign Language Classroom; the use of authentic materials in teaching a foreign language, followed by the effect of Authentic Materials on EFL learners. Then, to conclude this chapter I will explore the acquisition of Phrasal Verbs as well as the

common problems students have with them, and the importance of providing learning teaching strategies associated with them. 1.1 Authenticity in the Foreign Language Classroom; The Use of Authentic Materials in Teaching a Foreign Language. According to Nunan in Odilea (2005:2), Authentic materials as those that have been produced for purposes other than language teaching. Another definition is provided from Harmer in Odilea (2005:2) he states that they [written or spoken authentic texts] have been produced for native speakers. As a consequence, authentic materials (written or spoken) are those that have been produced for native speakers and which have not been produced for language teaching purposes.

As was mentioned previously, authentic materials offer two important characteristics in teaching a foreign language. They provide the opportunity to exposure with cultural and linguistic realia, since the aim of learning a language is to communicate effectively by using real language Bragger (in Dong- Kyioo 2000:4) states that Everything we do with the language must be authentic" Karpova (in Odilea 2005:2), affirms Many textbooks create a climate for socially isolated learning . . . . Teachers need more materials that help students to become thoughtful participants in a socially rich environment for learning and that feature everyday uses of English." According to Bacon in Dong- Kyioo (2000), authentic input enriches cultural knowledge in learners curriculum, reflects real language use, and may help teachers to help students to develop appropriate learning strategies. In fact, the are many reasons for authentic materials in the classroom; Young in Dong- Kyioo (2000:4) mentions that using

authentic input is motivating, interesting, and useful, with content that does not cause foreign language learners' culture shock or discomfort." On the other hand, there are some authors that have argued that using authentic materials has its drawbacks. Some authors claim that we need to avoid the use of these resources in the early stages of learning a foreign language. For instance, Omaggio (in Dong- Kyioo 2000:5), argued that although authentic input may provide foreign language learners with culturally appropriate input, this language may not expose students to comprehensible input at the earliest stages of acquisition. Dong- Kyioo (2000:4) also states that Several studies, in fact, have proposed that learning with authentic input too early in foreign language acquisition could be frustrating and anxiety- ridden experiences for teachers (Ur 1984); Vande Berg (1993). In the following section I shall explore the use of authentic texts in EFL classroom. The aim of using authentic texts is to expose learners to the language of the world that will help them to achieve competence in the target language. In other words, as Wilkins in Guariento and Morley (2001:347) mention: The use of authentic texts, embracing both the written and spoken word, is helping to bridge the gap between classroom knowledge and a students capacity to participate in the real world. 1.1.1 The authenticity and text difficulty Can an authentic text be simplified because of its difficulty without loosing its authenticity? Due to the fact that we cannot use authentic texts with much of real and difficult language at lower levels in ELT, many times teachers tend to modify the language and adapt them because students will not be able to acquire the language if they do not fully comprehend the content. Krashens hypothesis in Dong- Kyioo (2000:4) proposes that language is acquired through comprehensible input. Comprehensible input
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can be defined as language that is simplified or appropriate to the language learner's capability. According to Widdowson in Guariento and Morley (2001:348) he simplification can take place, within the conventions of a given language field, while maintaining authenticity in the sense of learner response. To do this, the text has to engage the learners interest and impress him as being in some way relevant to his concerns

In this sense authentic texts must not have a genuine look to be accepted by learners, the most important idea is to execute it well, it should be executed well according to Guariento and Morley (2001). To sum up, we may adapt texts, simplify but maintaining authenticity in order to cause learners respose. 1.1.2 The effect of Authentic Materials on EFL learners Guariento and Morley (2001) states that, "Alongside this recognition of the need to develop effective skills and strategies for the real world, there has been a growing awareness of the importance of affective factors in learning, and the use of authentic texts is now considered to be one way of maintaining or increasing students' motivation for learning.

According to Peacock (1997), there are many writers who claim that using authentic materials increases motivation in learners because they find them more interesting or stimulating than artificial or non- authentic materials. Proponents of this view include Allwright (1979:179); Freeman and Holden (1986: 67); Little and Singleton (1991;124), who refer to this as the classic argument; Little, Devitt, and singleton (1989: 26), add that authentic texts bring learners closer to the target language culture, making learning more

enjoyable and therefore move motivating; Swaffar (1985: 18), King (1990: 70(, and Bacon and Finneman (1990: 459-60). It then seems that students feel that they are learning the real language while they are in touch with the target language used by the community which speaks it. On the other hand, according to Peacock (1997), fewer authors argue that authentic materials reduce learners motivation because they find them too difficult: these authors include: Williams (1983: 187; 1984: 26), Freeman and Holden (1986: 68), and Morrison (1989: 15). After reviewing the importance of using authentic materials into the classroom, and taking into consideration the benefits and drawbacks for using them, I agree that using authentic materials provides opportunities that a course book does not offer. In the following section I will explore the acquisition of phrasal verbs, common problems students have with them, and teaching phrasal verbs. 1.2 Learning Vocabulary Vocabulary is an important part in learning a foreign language; and it is virtually impossible to learn a language without vocabulary; if there are not words there is nothing to learn. Al-Jarf (2006: on line) suggests that Vocabulary knowledge is an important
element in second language (L2) acquisition. By learning new words, students can increase their listening, speaking, reading and writing vocabularies and can improve comprehension and production in L2. Laufer (1997:140) states a solid vocabulary is necessary in

every state of language teaching McCarthy (in Laufer 1997:40) states that No matter how well the student learns grammar, no matter how successfully the sound of L2 is mastered, without words to express a wider range of meanings, communication in an L2 just cannot happen in any meaningful way.

According to Laufer (1997) vocabulary is now recognized as central to any language acquisition process, she quoted Gass and Selinker (1994:270), who state that The lexicon may be the most important component for learners. However there are some authors who claim that in learning a foreign or a second language vocabulary is easy to learn and they do not remark the importance of learning vocabulary. Gleason in Carter (1998: 184) says suggest that In learning a second language, you will find that vocabulary is comparatively easy, in spite of the fact that it is vocabulary that students fear most. The harder part is mastering new structures in both content and expression. In second and foreign language learning, there are some theories we need to be aware of in order to understand how language is acquired. The first theory is provided by Krashen in Sjholm (1995:24), the monitor theory; he claims that two independent knowledge systems control second language performance. He argues that the processes that produce these systems, i.e. acquisition and learning, operate separately. However, a contemporary researcher Laufer (1997) mentions that Learning and acquisition can be used interchangeably because it is assumed that since all learning is to some extent cognitively controlled, the distinction between both are processes of degree and there are no distinction of conscious or subconscious processes. In fact Krashen's theory has been criticized for being too general and too vague; many of these theoretical constructs are not operationalizable, some of his claims cannot be tested empirically (e.g. that learning cannot become acquisition) according to Gregg 1984; Takala 1984; Macclaughlin 1987 in Sjholm (1995:25) Another model is called Interlanguage, and, according to Bialystok & Sharwood Smith 1985, Davies, Criper & Howatt 1984 in Sjholm (1995) consists in describing linguistic
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rules that a learner has in the process at certain points during the acquisition of a language. According to Sjholm (1995:26), in the Interlanguage Hypothesis the learner's grammar (interlanguage) changes in response to incoming data, and moves, by a series of successive approximations, closer and closer to the standard norm of the target language. The last hypothesis is called the incidental vocabulary learning hypothesis provided by Nagy & Herman (1985). This hypothesis is based on the fact that words are learned gradually through repeated exposures in various discourse contexts. They claim that to learn a word learners need to be exposed to that word from ten to twelve times. Consequently Nagy and Herman in Coady (1997:225) argue that teachers should promote extensive reading because it can lead to greater vocabulary growth than any program of explicit instruction alone ever could. Furthermore, in learning vocabulary there are some features according to Laufer (1997:141) that we need to keep in mind if we want to learn a word: form, word structure, syntax, Meaning, lexical relation, and common collocations. As a result, if we observe carefully we can identify that those features we need to learn increase the probability of words being problematic, since problems can arise from one or more areas. Some problems a learner might face down in learning a second language can be, as Laufer (1997) explains: Pronounceability; that is related with words phonologically difficult. Orthography; that refers to the correct spelling of a word. Grammar- part of speech; that is related to certain grammatical categories such as adverbs, verbs, adjectives, etc.

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 And Idiomacity; which refers to those expressions that cannot be understood only by its separated particles. For instance, Dagut and Laufer in Laufer (1997:151) found that Hebrew speakers showed significant preference for one-word verbs where English speakers chose the phrasal verbs, e.g. postpone was preferred to put off, and reprimand to tell off. 1.2.1 Vocabulary Acquisition through Reading Knowing vocabulary is important for getting meaning from a text. L2/FL readers frequently say that they need more vocabulary so that they can understand the meaning of the sentences. Aebersold (1997:138)

In this sense, it exist a relationship between vocabulary and reading? According to Davis (in Nation and Coady 1998), there are identifiable subskills that are involved in the ability of reading. Some factors he found are: Recalling word meaning Determining meaning from context Finding answers to explicit questions Drawing interferences He also claims that of all these factors above, the most relevant and it had the strongest effect was vocabulary. Indeed, Yap (in Nation and Coady 1998:98) mentions that Causal links probably do exist between vocabulary and comprehension and that vocabulary is likely to be the predominant causal factor.

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As I mentioned in the last section, in the incidental vocabulary-learning hypothesis proposed by Nagy & Herman (1985), they agree that students may get benefits by acquiring vocabulary through reading; therefore, using texts is needed. In fact according to Krashen in Nagy & Herman (1985: 225), Learners acquire vocabulary and spelling most efficiently by receiving comprehensible input while reading.

Nagy & Herman (1987) also claim that teachers should promote extensive reading because it can lead to greater vocabulary growth, and it is better than any program of explicit instruction alone. Coady (in Nation and Coady 1998), points out two different approaches that a reader employs; the first is the psycholinguistic guessing approach or top down was proposed by (Goodman 1976; Smith 1982) and they refer to the fact that the reader identify the clues in the text and he or she reconstruct a mental representation of what he or she thinks the text says. On the other hand, he explains that the traditional view or bottom- up model consists in decoding of letters into sound and ultimately meaning. 1.2.2 The Influence of Mother Tongue on Second Language Vocabulary Acquisition When a learner acquires or learns new vocabulary a factor is presented, which plays a very important role in the acquisition of that vocabulary; the influence of mother tongue on a second language vocabulary acquisition. As Lado in Swan (1997) explains, people sometimes tend to think that meanings are the same in all languages, that the differences between languages are only in the forms used of those meanings. This is how languages differ, in fact, he states that The world contains too many things for us to have one word for each; we economize by using words in more that one sense, leaving context
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to disambiguate. Unfortunately a word in language A may have various equivalents in language B, depending on exactly what is meant.

In this sense, we might ask the question, is it true that the mother tongue influences second language vocabulary acquisition? Research studies have proved that the mother tongue has a considerable influence on the way a second language is learnt and used (e.g Kellerman, 1984, Kellerman and Sharwood Smith, 1986, Ringbom, 1987; Odlin, 1989; Perdue, 1993). Other studies have revealed that it is possible to predict learning difficulty due to the fact that some elements that are similar to learners native language will be simple for them, and those elements which are different from their native language will be much more difficult: We assume that the student who comes in contact with a foreign language will find some feature of it quite easy and others extremely difficult. Those elements that are similar to his native language will be simple for him, and those elements that are different will be difficult. Lado, 1957 quoted in Swan (1997:160)

Another factor which needs to be taken into account is language distance as well as culture distance; again Swan (1997) remarks that, Related languages often share a great deal of cognate vocabulary, and even where vocabulary is not cognate, there tend to be close translation equivalents: this can give learners an enormous advantage. Where languages have less common ground, word forms will generally be quite different; more information about word meaning and use also has to be acquired from scratch.

He also points out that if first and second language are closely related, errors will occur only by resulting from the intrinsic difficulty of what has to be learnt, and learners will be helped by the mother tongue in certain areas. On the other hand, if first and second

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language are unrelated, more errors are likely to result because the role of interference will be somewhat reduced. Finally, for Swan (1997:179) The mother tongue can influence the way secondlanguage vocabulary is learnt, the way it is recalled for use, and the way learners compensate for lack of knowledge by attempting to construct complex lexical items.. In this section I explored the importance of vocabulary in second language acquisition, some theories in second language acquisition and the influence of the mother tongue on second language acquisition and use. The following section will cover some implications in teaching vocabulary. 1.3 The study of Phrasal verbs or multiword verbs After reviewing the last section, it is easy to affirm that vocabulary is an important part in learning vocabulary in a foreign language. As important as lexical items, we find words constructed by two particles called Multi-word verbs or phrasal verbs. "Phrasal verbs are today recognized as an important component in the English language. With the general increase in interest in spoken language, phrasal verbs have been discovered as central also in curricula for English as a foreign language" (Cornell 1985 in Sjholm1995:115). According to Moon (1997), a Multi- word item is that vocabulary item which is formed by two or more words but is simply considered an orthographic unit. Although there are different kinds of multi-word items such as: Compounds, idioms, prefabs, etc. In this study I will only focus on Phrasal verbs that are essential for this study. Another definition is provided by McCarthy and ODell (2004:4) and says that Phrasal verbs are verbs which have a main verb and a particle which, together, create one meaning (e.d. a plane takes off from the airport; an adult looks like after a child)
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Celce-Murcia and Larsen- Freeman in Kubota (1997:5, 6) point out that there are inseparable phrasal verbs (e.g., run into..., come across..., get over...) and phrasal verbs that are always separated (e.g., get...through, see... through) as well as separable ones (e.g., throw away, take up, give up) After these definitions and explanations it is evident that phrasal verbs cannot be understood only by their separated parts and that they are formed by a main verb + adverb or preposition. They may be classified into inseparable and separable phrasal verbs. As a result, this is the first problem students have in acquiring phrasal verbs because many times we cannot understand a phrasal verb only by looking the main verb. In fact, Sjholm (1995:75) States that, most L2 learners carefully avoid idiomatic expressions, and sound stilted in consequence. Learners tend to avoid idiomatic expressions also in cases where there exists a literal equivalent in their L1

According to Cornell 1985 in (Sjholm 1995), the problem with phrasal verbs is not that of characterizing them as idiomatic or non- idiomatic. As a result, the feature of idiomacity attempts to be the key. For instance, every learner could not immediately deduce the meaning of eat out, especially if the expression occurs without context. On the other hand, there are some words which could be immediately deduced, For example: sit down and stand up because they preserve the meaning of the main verb. Furthermore, there is another factor which contributes to the problem of learning phrasal verbs; Sjholm (1995), points out that another difficulty in learning phrasal verbs is that phrasal verbs have multiple meanings. Phrasal verbs may be polysemic as well, not only having both the idiomatic and non idiomatic use.

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As can be observed it is then necessary to keep in mind that phrasal verbs (idiomatic and non idiomatic) uses may have more than one meaning. For example: Cornell in Sjholm (1995:117) shows how idiomatic combinations put up subdivides into several different meanings: "he puts up for the night", "who put up to this?", and "he put up a good fight" To sum up, phrasal verbs are formed of two particles and they are difficult to acquire/learn due to the fact that most of the times we cannot deduce the meaning only by the context, in other words the major problem in acquiring phrasal verbs is the idiomacity.

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CHAPTER III METHODOLOGY Introduction In this section, the research methodology is described as well as the target population and the sample. Furthermore, the instruments used to collect data and the data collection procedures are also described.

1. Research approach The methodology chosen for this study is action research; researchers have provided some definitions of this type of research: Elliot (in Diaz de la Garza 2006:48) defines it as The study of a social situation with a view to improving the quality within it. Action research is small-scale intervention in the functioning of the real world and a close examination of the effects of such intervention. (Halsey in Cohen and Manion (1994:1986) In spite of the fact that action research is known by many names such as participatory research, collaborative inquiry, emancipatory research, action learning, and contextual action research, in this study the meaning we will be familiar with is the definition of Elliot (in Diaz de la Garza 2006:48) and it will be the essence of the approach. Some characteristics of this approach according to Burns (1999 in Diaz de la Garza 2006:49-50) are shown in the following figure:

Phase

Situation of 6th Ss of the Department of

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languages in Phrasal Verbs acquisition (After Burns 1999 in Diaz de la Garza 2006) One: Exploring Two: Identifying The use of semi-authentic texts in the Department of languages Tuxtla C-1 classroom has not been exploited. Phrasal verbs are important vocabulary in L2, in this sense Ss should know them in order to develop their language skills. We applied the pre-test evaluation to explore if the selected students were able to use the phrasal verbs effectively. Classes using semi-authentic texts were designed for three classes. Each class was planned according to the three stages: pre-while and post. Four types of instruments were used: Data Collection Pre-test evaluation to know the prior knowledge of the Ss about the phrasal verbs we chose for the study. Classes using Semi-authentic texts Post-test evaluation Post-questionnaire treatment

Three: Planning Four:

Five: Analyzing/ Reflecting Six: Hypothesizing/ Speculating Seven: Intervening Eight: Observing

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

Designing suitable tasks to foster phrasal verbs acquisition After designing suitable tasks, we will attempt to address resulting issues concerning the use of semi-authentic materials as a tool to increase the acquisition of phrasal verbs. Writing this dissertation provides us with a good opportunity to share our findings and conclusions for future studies, as well as to provide a sample of lesson plans for teachers who are interested in teaching phrasal verbs using semi-authentic materials.

Nine: Reporting/ writing Presenting findings

Figure 1 Burns Phases of action research in relation to this study

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

Therefore, we conducted the study with one group; in this case one group of the sixth semester of the language department at Autonomous University of Chiapas (UNACH).

3.2 Population and Sample In this investigation we selected a group from the department of languages Tuxtla. The Participants for this study were students from 6th semester of the department of Language who should be at level B1 according to the European Framework of Languages at the Language school at the Autonomous University of Chiapas. In addition, we conducted the quasi-experimental study without a control group. Our study population consisted of 7/15=4.7 % of the group. This was due to the fact that only 7 students attended all 3 sessions and took part in the pre and post evaluations.

The students of the group chosen for the study had the following schedule: from Mondays to Fridays 12:00 pm to 1:00 pm. The following chronogram illustrates the activities we conducted during the application of the instruments: Dates February 28th, 2008 March 3th, 2008 March 28th , 2008 March 31st 2008, April 2nd 2008, Instruments Pre- test evaluation First class 12:00 pm to 1:00 pm Second class 12:00 pm to 1:00 pm Third class 12:00 pm to 1:00 pm Post- test evaluation from 12:00 to 1:00 pm Figure 2

Activities during the application of instruments.

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3.3 Data collection instrument Triangulation is essentially to ensure validity of instruments research. According to Cohen and Manion (1994: 233) Triangulation may be defined as the use of two or more methods of data collection in the study of some aspect of human behavior. For these authors, triangulation focuses on providing a general panorama or a deeper explanation of the richness and the complexity of human behavior using more than one standpoint, this means, by making use of both quantitative and qualitative data.

Advantages in using triangulation are provided by Cohen and Manion (1994: 233-234), they claim that It provides only a limited view of the complexity of human behavior and of situations in which human beings interact The use of triangular techniques, it is argued, will help to overcome the problem of method-boundedness Blas and Cohen (in Cohen and Manion 1994) have mentioned the usefulness of the following data collection instruments: coding schedules, questionnaires, diaries, self- concept scales, sociometric measures, interviews, school records,

Teachers ratings and research assistants observation.

In this study, we used these four data collection:

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Pre- test evaluation to evaluate Ss prior knowledge of the 12 phrasal verbs we chose for the study.

Classes using semi authentic texts Post-test evaluation to evaluate Ss knowledge of the 12 phrasal verbs after the taught classes.

Post treatment questionnaire.

These instruments helped us to explore if Ss knew the 12 phrasal verbs we chose for the study. In addition, they provided us with a great deal of information for designing our activities and tasks in the three taught classes. The phrasal verbs we decided to use were: wear off, break in, go for, go off, grow up, get on, give in, come down, keep on, get off, staying behind, check in. These were selected because we checked the PET vocabulary list 2007 and among the vocabulary, we found many phrasal verbs students should know at the end of the semester. In addition we selected only inseparable phrasal verbs because we considered students might have had problems with the object in sentences and problems in conjugate them. 3.3.1 Pre-test Evaluation A pretest is a test given before a topic is covered in class according to Rough (2006: on line). In this sense, this pre-test was applied before the classes using semiauthentic texts and consisted of using 12 phrasal verbs that were chosen from the Preliminary English test (PET) 2006 target vocabulary that a student at level B1 of the Common European Framework of Reference for Languages should know.

In this pretest there were also 14 distracters that help us to corroborate the reliability of
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the data collection instrument. The pre-test evaluation was designed in four parts:

Part 1: Ss were instructed to match an illustration with the appropriate phrasal verb in the box. The phrasal verbs used in the task included: Get off, Check in, Break in, Come down, Check out, and Break out. The phrasal verbs in bold type were the distracters.

Part 2: Ss were instructed to complete a multiple Choice task. There were four incomplete sentences and Ss were asked to use an information gap task and choose the best phrasal verb to fill in the blank. The phrasal verbs used in this task were: Get on with, Break up, Fall down, Get back, Keep on, Stayed behind, Take off, Get down, and Give in. The phrasal verbs in bold type were the distracters.

Part 3: Ss were instructed to solve a crossword puzzle. Ss had to read the definitions of the phrasal verbs and choose the best phrasal verb from the box. The phrasal verbs employed were: Get along with, Break up, Grow up, Wear off, Give up, and Break in. The phrasal verbs in bold type were the distracters.

Part 4: There were four sentences with four underlined verbs, Ss were asked to look for the best meaning from the box, and then replace the meaning of the underlined verb and rewrite the sentence. The phrasal verbs used included: Get back, Ring off, Go off, Go for, Get away, and Look for. The phrasal verbs in bold type were the distracters. (See Appendix 1 for further information)

3.3.2 Structure Classes using Semi- authentic material

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According to our teacher training as well as prior personal experience, we decided to plan how to effectively employ the use of texts in our lessons. As a result, each class was divided into three stages: pre, while and post stages. In the pre-stage, we elicited from students vocabulary about a specific topic related to the main topic of the text (e.g. about the I am legend novel by Richard Matheson. First we asked what would you do if you were the last man on the earth?). In the while stage, the text was read by students. Then teacher asked questions related to the text in order to explore Ss knowledge, Awareness and Skills (KAS) concerning phrasal verbs. Finally, in the post stage, we cleared up doubts about meanings of different phrasal verbs contained in the text, and then students were asked to work in trios to discuss and write on a poster a different ending for the story. Finally, learners presented their work. The following figure summarizes how semi-authentic texts were used in a normal fifty minutes class.
Test Phrasal verbs Activity Pre- brainstorming of ideas and Eliciting. I am legend novel from Richard Matheson Break in, wear off, go off, and go for. While-reading activity skimming and scanning. Post-writing task: create an alternative ending for the text. Pre- brainstorming of ideas and Eliciting. While- reading activity skimming and scanning and predicting meanings of the phrasal verbs. Post-writing activity: fictitious story Mexican Bob Marley. Pre- Eliciting about past actions on vacation. While- reading activity about a letter from Nicole, skimming and scanning, predicting meaning of

Bob Marley and his influence on reggae music

Give in. come down, get on with, and grow up.

A letter from Nicole

get off, keep on, stay behind, check in

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phrasal verbs. Post- Writing activity: answer the letter from Nicole using the four phrasal verbs. Figure 3: Texts, Phrasal Verbs and Activities Used in Each Class.

3.3.3 Post-test of phrasal verbs Dallal (2005: on line) says that One way to analyze the data is by comparing the treatments with respect to their post-test measurements It is then, after giving the classes to the treatment group, that a post-test will be applied to the participants in order to analyze the produced data and to develop a conclusion.

The post diagnostic evaluation was the most important element for this study. It allowed us to determine if semi-authentic texts were a suitable tool to increase the acquisition of phrasal verbs. We designed the post diagnostic evaluation to contain four different tasks, all were semi-controlled tasks.

The first task was a matching activity with four phrasal verbs with their definitions, however, this time students had to match the definition with each phrasal verb. The second task was to write a semi-controlled e-mail to an e-pal. In this part, we were able to explore how Department students were using the phrasal verbs in regard to accuracy, appropriateness, recycling and recalling. The third part was again a matching activity with four questions and four responses; in this case students had to choose the most likely response to each question. The forth part was a matching exercise with four phrasal verbs and four pictures in which students had to match the phrasal verb with the appropriate illustration.

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In order to analyze the prior knowledge regarding phrasal verbs in the second writing task, we designed a scoring grid that illustrates the marks and the evaluation criteria employed.
Evaluation criteria Accuracy: that students use the phrasal verbs correctly, with no mistakes. Appropriateness: the phrasal verb is suitable or correct for a particular situation or occasion. (Phrasal verbs have to be used in the right context). Recalling: to bring to memory the phrasal verbs bye providing a description of each. score 1 point 1 point

1 point TOTAL: 3 POINTS

Figure 4: Phrasal verb scoring grid

3.3.4 Post Questionnaire Evaluation

Burns in Hernandez and Juarez (2007) states that Questionnaires are one of the methods used in action research. Questionnaires are sets of written questions focusing on a particular topic o area, seeking responses to closed or ranked questions/ options an/ openended personal opinions, judgments or beliefs This questionnaire was designed for the participants of the group in order to explore their attitudes towards the use of semi authentic texts to increase the acquisition of phrasal verbs. These questionnaires provided feedback to explore the benefits they had after the taught classes. The designed questionnaire was divided in two parts. The first part consisted of five open questions to obtain students opinions and suggestions. These questions helped us to explore how they felt in the classes and if they considered they improved their phrasal verbs vocabulary with the semi-authentic materials. The second part of the questionnaire consisted of four closed questions designed to find out how successful the classes were
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using semi- authentic materials to develop learners L2 language skills. 3.4 Analyzing the Pre-test Evaluation The pre-test evaluation was very important for our study because this helped us to discover if students knew the 12 phrasal verbs we had chosen for the study. Another objective for using the pre-test evaluation was that it allowed us to compare it with the post-test evaluation and in this way verify if they had effectively acquired the phrasal verbs.

This instrument consisted in a test divided into four parts with 12 phrasal verbs and 15 distracters. Students had to achieved the following three characteristics doing this test: Use the phrasal verbs correctly, with no mistakes (accuracy), the use of phrasal verbs in the right context (appropriateness), and finally, to bring to memory the phrasal verbs by providing a description of each (recalling). If a student accomplished two of the characteristics mentioned before the student received a complete mark, while if the student had only one of these characteristics, no value was marked.

In the results the highest score from the total of the students was 4.1 for the 12 items (we did not count the distracters); the lowest was 1.6. The average of the grades of the total group was 3.4.

26

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

Pre-test
Participants 1 2 3 4 5 6 7 Phrasal verbs achieved
W ear off, grow up get off, break in, keep on, stay behind, grow up, wear off check in, break in, keep on, grow up, wear off, Get off, check in, stay behind, grow up, wear off, check in, give in, grow up, wear off, *go off check in, keep on, grow up, wear off, *go for check in, break in,

Grades Porcentage % 1.6 16.6% 5.0 5.0% 4.1 41.6% 4.1 41.6% 3.7 37.5% 3.7 37.5% 1.6 16.6%

Average (grades):

3.4

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

The following graph illustrates the results obtained in the pre- test evaluation: S 7; 16% s S 6; 37% s S 1 17% s ; S 2; 50 s %
S 1 s S 2 s S 3 s S 4 s S s5

S 5; 3 s 7% S 4; 41% s S 3; 41 s %

S 6 s S 7 s

The pre-test evaluation was designed based on a selection of 3 different authentic texts. The semi authentic texts were chosen and modified in order to include of all the target phrasal verbs. The format and some aspects of the text were changed in order to have semi-authentic texts.

27

We followed two criteria for selecting the texts: The readability of the text according to the level of the students Interesting significant topics to engage learners.

In this chapter the Research approach was discussed together with the population sample. The different data collection instruments that we used to collect data were also explored. In the following section of this study we shall explore the results.

3.5 Analyzing Structured Semi-Authentic Material Classes In the first session, the text I am legend by Richard Matheson was read. The format used in the pre-stage was eliciting with a question What would you do if you were the last man on earth? Through the use of pictures of the movie I am legend, we considered was an attractive ice-breaker to allow students to activate schemata and make predicting about the topic and the phrasal verbs included in the text. In the while stage students were asked to answer some questions about the text. To consolidate the acquisition of four phrasal verbs (break in, wear off, go off, and go for), students were asked to discuss and write in a poster with an alternative ending for the text using de phrasal verbs in context. In the second session we presented the text Bob Marley and his influence on reggae music. The while activity was a scanning and skimming activity. The main topic was Bob Marley to foster learners KAS about the acquisition of four phrasal verbs. The text about Bob Marley was presented to students, they were asked some questions about the text in order to assure if students had understood the text. Students were also asked to predict the meaning of the phrasal verbs (give in, come down, get on with, grow up). Finally, they were instructed to write a 80 word text about a Mexican Bob Marley using the phrasal
28

verbs previously taught. In the third session we elicited with the question What did you do on your last vacation? and brainstormed ideas about vacations on the board. The while activity was skimming the letter from Nicole who sent a letter to her parents. Students also scanned the text and answered some questions. In this section we asked students to infer the meaning of the four phrasal verbs. Finally, we instructed students to answer the letter from Nicole using the four phrasal verbs 3.6 Analyzing Post Evaluation Results. The results we observed indicate that most learners were able to recall most of the phrasal verbs but most of them failed to successfully use the new vocabulary appropriately, in a real context (See Appendix 9 post evaluation Sample). The data obtained from the first post evaluation activity is summarized in the following figure: Phrasal verbs Wear off, go for, go off, pick on Common mistakes Students had problems with the phrasal verb wear off (E.g. they confused the meaning of wear off with prepare or remove instead of disappear) Figure 5 Results obtained in the first post evaluation activity.

The following figure illustrates the results obtained in the second task of the post
29

evaluation. From a total of 12 phrasal verbs obtained in the following scores: Percentage of correct responses (%)

Participants 1 2 3 4 5 6 7

Phrasal verbs achieved Get on, keep on, get back Get back

Marks achieved 3 1 None None

75 25 0 0 75 25 0

Get on, keep on, stay behind Get back

3 1 None

Figure 6 Results obtained in the second task of the post evaluation.

We can observe that some texts were accurate since students used the phrasal verbs in the correct context. However, they still had some problems in conjugation and some problems in accuracy. In the second post evaluation activity students were instructed to write an e-mail using four phrasal verbs (get on, keep on, stay behind, and get back). Students were able to recall some meanings of the phrasal verbs because they remembered them from the texts we presented in our classes. Nevertheless, few students were able to recall them in the context in which they were used. In the third activity students were asked to match a question on the left with the most likely response on the right. From a total of four items and four answers, four participants obtained perfect scores, and three students obtained two scores 2/4= 50%. In the last activity students we instructed to match an illustration with the appropriate phrasal verb. The following figure illustrates the results obtained: Percentage of correct responses
30

Participants 1 2 3 4 5 6 7

Phrasal verbs achieved Break in, come down, look up, hang up Break in, come down Break in, Come down, look up, hang up Break in, Come down, look up, hang up Break in, Come down, look up, hang up Break in, Come down, Look up, hang up Break in, Come down, look up, hang up

Scores achieved 4 2 4 4 4 4 4

(%) 100% 50% 100% 100% 100% 100% 100%

Figure 7 Results of the third post evaluation activity

3.7 Analyzing the Post-Questionnaire Treatment In the first part of post-treatment opened questionnaire we identified the following responses provided by the participants: In question number one, participants shared reactions towards the texts presented in class such as: the texts were pleasant or good, or even something new, other comments were that texts were confusing or texts had any interesting thing. We can conclude that semiauthentic might engage students since most students replied that they felt comfortable and it helped them to enrich their vocabulary.

The second question was related to the texts we used, if the semi authentic texts were positive or not in the English class for the students. They commented that texts used in
31

classes were very positive because they felt they had increased their vocabulary and the texts were motivating. In addition, some students commented that the use of these texts will help them to practice for their final exam. For the third question, we explored if students considered that they had learned new vocabulary during the classes with the semi-authentic material we had presented. Participants answered positively because the phrasal verbs presented were unknown for most/all students and they believed it is important to know them because they are presented in normal everyday life conversation by native speakers. Participants provided the following comments or suggestions for future use of semiauthentic material tasks: Provide more examples. Be concrete with the meaning of phrasal verbs. To slow down the pace in order to ensure understanding. Use semi authentic texts to improve students interest in the class. Present at least one phrasal verbs lesson a week. Use more dynamic activities.

We were pleasantly surprised to discover that most participants showed empathy with the classes. The results obtained from the second part of the post questionnaire are
32

summarized in the following figure: Questions Results

1. Disfrutaste de los textos presentados en 57.1 % answered that they enjoyed both clases ms que los textos presentados en types of classes: with semi authentic texts los libros de ingls? and without semi authentic texts. 42.8 % enjoyed the classes more with semi authentic materials. 2. Piensas que los textos te ayudaron a 100% answered that the texts helped them aprender algo? learn something. 3. Te sentiste ms cmodo hablando 57.1% answered that they felt more ingls cuando se discutan los textos ms comfortable when they discussed the texts que en otras actividades en el saln? than using other activities in the classroom. 42.8% answered that they felt uncomfortable with the semi authentic texts that we presented. 4. Sentiste algo diferente al leer los textos presentados en las clases a diferencia de los textos presentados en los libros de texto de ingls? 57.1 % answered that they saw a difference between the texts in typical English books and the semi authentic texts we presented in classroom. 14.2 % answered that they saw a smaller difference between the texts in typical English books and the semi authentic texts we presented in classroom. And 14.2% answered that they did not see any difference between the texts in typical English books and the semi authentic texts we presented in classroom.

Figure 8 Results obtained from the second part of the questionnaire treatment.

(For further information see appendix 10)

3.8 Findings The results obtained in this study lead us to believe that using semi-authentic material in
33

foreign language learning could be a useful tool to help increase the acquisition of phrasal verbs. However, we are aware students did not effectively used phrasal verbs in the correct context.

In the analysis of the pre-diagnostic evaluation we were able to determine that students had limited prior knowledge of phrasal verbs because their teacher had previously taught them in the class. It is worth mentioning that as was previously stated, we were able to notice that asking learners to memorize lists with a great amount of phrasal verbs is not helpful to enhance and consolidate their learning. These results gave us a starting-point in order to plan our classes. We selected the semi-authentic material and designed different tasks which proved to help students to acquire the target phrasal verbs. That is the reason why we believe that it is important to raise awareness for ELT teachers concerning the importance that semi-authentic material may have as a pedagogical tool in learning phrasal verbs and target vocabulary.

Finally, the information obtained through the post questionnaires evaluation applied to 6th semester students demonstrated that using semi-authentic material had been motivating and interesting for most learners. Another important finding that we noticed was that when students had a hectic schedule, using semi-authentic material welcome break from classroom routine. In addition we noticed that the semi-authentic material was helpful in learning target vocabulary if selected carefully.

34

The following information summarizes the findings concerning this study: Advantages Semi-authentic resources are flexible and useful for teaching vocabulary and phrasal verbs. Semi-authentic materials can be used as another tool to teach phrasal verbs. Semi-authentic materials and tasks which are carefully selected are helpful to students to acquire the target language phrasal verbs. When students had a heavy schedule, semi-authentic material was a welcome break from classroom routine. Texts were useful for learners to learn about the target culture. Drawbacks It is not always easy to find suitable choices (semi-authentic material). As a result, teachers must be very careful when selecting material suitable for the students level. Elaborating lesson plans with semiauthentic material, requires time because it is difficult to find texts that contain the target phrasal verbs. In addition, texts do not always like to all students. A clear example was the class with a text of Bob Marley because students did know like reggae. Phrasal verbs might have different meanings according to the context; as a consequence, there is not an exact equivalent in L1.

Figure 9 Findings: Advantages and Drawbacks for Using Semi-authentic material.

3.8. 1 Exploring Success and Failure in Using Semi-authentic material in the Classroom. In the following section of the study, we will explore the issues we dealt with when using semi-authentic material in the classroom, the information is presented in two parts; in the first we explore the achievements of this action research study, in the second part, we explore the failures we encountered.

SUCCESS
35

1. Most students demonstrated improvement in vocabulary acquisition when

compared with the diagnostic test results and the post evaluation results, which indicate that semi-authentic material, were useful for recalling phrasal verbs. 2. Semi-authentic material was a motivating way to introduce phrasal verbs to students and the activities designed were helpful for our teaching development. FAILURES 1. We realized that using semi-authentic material could be time consuming and may run the risk of being over used or texts may not be interest for students.
2. It was difficult to find material that contained the amount of phrasal verbs we

wanted to teach. This is very challenging for most busy teachers. We conclude that semi-authentic material was a helpful resource to help the increase knowledge of phrasal verbs in a group of sixth semester language department students as can be observed in the following figure that compares the pre-diagnostic evaluation with the post diagnostic evaluation. Students 1 2 3 4 5 6 7 Average Pre- diagnostic Evaluation Grades 1.6 5.0 4.1 4.1 3.7 3.7 1.6 3.4 Post- Diagnostic Evaluation Grades 5.6 8.1 6.8 6.2 5.0 6.8 6.2 6.38

Figure 10 Comparison Grid between Pre and Post Diagnostic Evaluation.

36

In the following grid we compare the pre-diagnostic evaluation with the post evaluation treatment. The results are noteworthy and provide that semi-authentic material was indeed a useful tool to increase the acquisition of phrasal verbs. Ss 1 Pre-diagnostic Evaluation Wear off, grow up. Phrasal Verbs Post-Evaluation Achieved 16% Go off, check in, grow up, give in, get off, break in and come down. Go for, go off, keep on, get on, check in, grow up, give in, get off, break in and come down. Go for, go off, get on, keep on, stay behind, grow up, give in, break in and come down. Wear off, go for, go off, give in, get off, break in and come down Wear off, go for, go off, grow up, give in, break in and come down. Wear off, go for, go off, check in, grow up, give in, get off, break in and come down. Go for, go off, check in, grow up, give in, get off, break in and come down. Phrasal Verbs Achieved 58%

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

50%

83%

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

50%

75%

Get off, check in, stay behind, grow up, and wear off. Check in, give in, grow up, wear off and *go off. Check in, keep on, grow up, wear off and *go for

50%

58%

37%

58%

37%

75%

Check in, break in.

16%

66%

The asterisk (*) of some phrasal verbs is because they are not well conjugated. Figure 11: Comparison Grid with Phrasal Verbs of the Pre-Diagnostic and Post Evaluation Treatment.
37

The following graph illustrates a comparison of the results obtained in the pre and post evaluation treatment. As we can observe, students showed signals of improvement in acquiring the phrasal verbs.

10 0% 9% 0 8% 0 7% 0 6% 0 5% 0 4% 0 3% 0 2% 0 1% 0 0 %

P re-dia nosticE a tion g v lua P eva tion ost lua

S1 S2 S3 S4 S5 S6 S7 s s s s s s s

Column graph Comparison of the results obtained in the Pre-Diagnostic and Post Evaluation Treatment.

Summary In this chapter we have explored the concept of action research as well as the data collection instruments employed in the study to obtain data from participants. We specified and analyzed the results of the evaluation instruments employed and shared our findings. Finally, we discussed the success and failures of this study throughout the treatment process. Future implications and final conclusions will be explored in the following chapter.

38

CHAPTER IV FINAL CONCLUSIONS AND IMPLICATIONS FOR THE FUTURE In Chapter One, we explored our personal interest concerning how semi-authentic material can be used in EFL classrooms to increase the acquisitions of phrasal verbs. In the Chapter Two, we discussed the theoretical background that supports this study. In Chapter Three, we explained the different instruments that we employed to gather data from students in the sixth semester of language department. Afterwards we discussed and analyzed the information we obtained from the instruments applied during the three sessions. In this Chapter, we will explore the implications of this study together with our personal reflections about what we have learnt from this experience and how other ELT teacher may benefit from our experience.

4.1 Conclusion The objective of this study was to demonstrate if the use of semi authentic texts would help students of the sixth semester of the language department at the Autonomous University of Chiapas to increase the acquisition of twelve phrasal verbs. According to the quantitative results we obtained; the majority of the students that formed part of this study reported that semi authentic texts were motivating for them as well as a little interesting, but we cannot assure that it helped to increase the acquisition of phrasal verbs because of the semi authentic texts we use.

In addition, the results obtained in this study are useful for further studies in this area. This may help trainees or even teachers who want to investigate, how semi authentic texts can be exploited in the EFL classroom for teaching target vocabulary specifically phrasal verbs.
39

To conclude, in this study we found that: The use of semi authentic materials can be a break for the routine. Classes using semi authentic texts are considerable a valuable teaching approach for phrasal verb acquisition. Semi authentic texts have to be interesting to learners or they probably will go off task.

4.2 Implications for Foreign Language Teachers After the results we obtained and the conclusion of this study, we can affirm that the use of semi authentic texts can be a useful tool in foreign language classroom. Furthermore, the results can demonstrate that there are some advantages for using this type of texts in order to activate students interest in learning phrasal verbs. Although we could not determine if semi authentic texts helped students to increase the acquisition of phrasal verbs, the data we obtained shows that they improved their knowledge of those of phrasal verbs.

We are aware that the use of semi authentic texts can complement the use of an EFL course book and they can replace those extensive lists of phrasal verbs teachers use to give their students, and according to our experiences as students and teachers of English usually are ineffective. In this case, an opportunity to let students learn the meaning of a phrasal verb in context is presented; in this sense, students will acquire better a phrasal verb.

40

4.2 Implications for Foreign Language Teachers The results of the study reported that the use of semi authentic texts could influence in foreign language classroom practice. Results demonstrated an advantage in memory recall when using semi authentic materials. In addition, the findings indicated that semi authentic materials can be a break for the routine as well as activate students interest in learning phrasal verbs.

We can assure that the use of semi authentic texts in an EFL classroom practice can complement the use of an ELT course book and can replace those extensive lists of phrasal verbs that many teachers give their students to memorize. We have found in our personal experience as students and as teachers that memorizing lists of vocabulary, in this case of phrasal verbs is not successful because we tend to forget them if we do not use them. Finally, using semi authentic texts allows students to learn phrasal verbs in a real context, in this way permitting students to have a significant learning.

After conducting this investigation we realized that different semi authentic texts and tasks employed during this process can be shared with colleagues, in this case at the language department at Autonomous University of Chiapas (UNACH) and the teachers who use them can complement their classes teaching those phrasal verbs that students should know according to the level B1 according to the European Framework of Languages. Two examples of semi authentic texts is provided in appendix)

41

REFLECTIVE EPILOGUE

It is important to mention that action research has been beneficial in our professional development as students and future teachers as well as how pair work has been helpful to be successful conducting investigation like this. Pair work provides us with the opportunity to share suggestions, feedback, insights, feedback, success and failure. At the same time pair works is a good teaching strategy to promote learning trough the resolution of conflict and controversy.

After conducted this investigation we realized that to be effective in teaching vocabulary, in this case phrasal verbs must be systematic, conscious, and not random. We need to select the phrasal verbs according to certain criteria and be careful with the types of phrasal verbs because students can get confused and get frustrated when using the phrasal verbs.

The process we went through during the three classes using semi authentic texts was interesting because we discovered that using semi authentic texts is laborious. First of all we faced the problem in selecting the phrasal verbs according to the level of the target population, we decided to use 12 phrasal verbs according to the PET vocabulary list and we selected only separable phrasal verbs because students might have had problems in conjugating the phrasal verbs. In addition, it involves selecting the texts and modifies the text to include all the target phrasal verbs. Then it involves lesson planning, because we had to design activities that could take place according to the text.

42

At the end of the treatment we found that lack of participation in some activities was because the students had different tastes in topics, for example there were people who did not liked reggae and the text was about Bob Marley.

According to our experience during the semi authentic texts treatment applied in students of sixth semester at the language department at Autonomous University of Chiapas we were able to answer to our research questions: there were signals of improvement in the acquisition of phrasal verbs trough the use of semi authentic texts trough the three different classes.

To conclude, we found that this investigation helped us to practice the theory we learned in the LEI program. In this sense we can assure that this study was beneficial for applying all what we learnt during our four years of studies in the LEI program.

43

BIBLIOGRAPHY
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Second Language Classrooms. England: Cambridge University Pres.

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England: Longman.

5. Clandfield, L. (2003). Teaching phrasal verbs using a literary text. Macmillan

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7. Dong- Kyioo, K. (2000). A Qualitative Approach to the authenticity in the foreign

Language Classroom: A study of university Students Learning English in Korea. Texas Papers in Foreign Language Education, 5, 189-205.

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9. http://physicsed.buffalostate.edu/danowner/actionrsch.html

10.Gairns, R. and Redman, S. (1986). Working with words: a guide to teach and

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research. Noptik, 12, 58-63.

12.Guariento, W. and Morley, J. (2001) Text and task authenticity in the EFL

Classroom. ELT journal, 55/4, 347-359.

13.Hernndez, O. and Jurez, R. (2007). Asynchronous Discussion Forums as a

Means of Providing Peer Support between Students of the LEI Program.

14.H-Zong, M and Richards, J. (1997). Second Language Vocabulary acquisition.

United Kingdom: Cambridge University Press.

15.Jackson, H. (1995). Words and their meaning. United States: Longman.

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16.Koren,

S.

(1999).

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Are There Advantages Over Conventional Methods of Teaching? Accessed, November, 2007: http://www-writing.berkeley.edu/TESL-EJ/ej13/a2.html

17.Kubota, M. (1997). Instructional Effects of Positive and Negative Evidence of

prepositional/ Phrasal Vebs. IRL(Institute for research in language teaching) Bulletin, 11, 39-90

18.McCarthy, M. and O'Dell, F. (2004). English Phrasal Verbs in Use. United

Kingdom: Cambridge University Press.

19.Nuttall, C. (1996). Reading skills in a Foreign Language. Oxford: Heinemann. 20.O'Brien, R. (2001). Um exame da abordagem metodolgica da pesquisa ao [An

Overview of the Methodological Approach of Action Research]. In Roberto Richardson (Ed.), Teoria e Prtica da Pesquisa Ao [Theory and Practice of Action Research]. Joo Pessoa, Brazil: Universidade Federal da Paraba. (English version) Available: http://www.web.ca/~robrien/papers/arfinal.html Accessed, November, 2007.

21.Odilea,

E. (2005). Tv Commercials as Authentic Materials to teach

Communication, Culture and critical Thinking. MEXTESOL journal, 29, 17 pages.

22.Peacock, M. (1997). The effect of Authentic Materials on the Motivation of EFL

learners. ELT Journal, 51/2, 144-156 Publishers, accessed, November 2007: www.onestopenglish.com
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23.Schmitt, N. and McCarthy, M. (1997). Vocabulary: Description, acquisition and

pedagogy. United Kingdom: Cambridge University Press.

24.Sjholm, K. (1995). The influence of Crosslinguistic, semantic, and input factors

on the acquisition of English Phrasal Verbs. A comparison between Finnish and Swedish learners at an Intermediate and Advanced level, Accessed, November 2007: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019 b/80/14/4e/c3.pdf
25.Song, M. (1997). Let's try another alternative: Teaching Reading with Authentic

printed materials, reading activities, and the eclectic way of teaching. Accessed, November 2007:

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28.Thornbury, S. (2002). How to Teach Vocabulary. England: London.

29.Walter, E. (2004). Learners Dictionary 2nd edition. Cambridge University press.

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CHRONOGRAM (August 2007- August 2008)

MONTHS
January February March May October August September November April June July

ACTIVITIES Topic Problem Description Objective/ Hypothesis Bibliography Selection Methodology Theoretical Frame Application of the Instrument Application of the methodology Analysis Results Elaboration of the research Report Implications for future investigations

10

11

49

August
12

APPENDIX SECTION

50

Appendix 1 UNIVERSIDAD AUTONOMA DE CHIAPAS ESCUELA DE LENGUAS TUXTLA ENGLISH VI

Pre- test designed by: Hugo Santos S.

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

Part 1- Match the picture with the appropriate phrasal verb in the box
Get off Check in Break in Come down Check out Break out

1.-___________________

2.-_____________________

3.___________________

4._______________________

Part 2- Multiple Choice

Complete each of the following sentences with the appropriate phrasal verb. Note: Some phrasal verbs are conjugated. 1. She ________ her work. a. Checked in b. Get on with c. Break up 51

2. He _________talking a. Fell down b. Got back c. Kept on 3. She __________ after the lesson to speak to the teacher. a. Break up b. Stayed behind c. Took off 4. I ________, who was the actress? a. Get down b. Fall down c. Give in

Part 3 Crossword. - Answer the crossword puzzle with the correct phrasal verb.
Get along with Break in Break up Break in Grow up Wear off Give up

ACROSS 4 When a feeling or the effect of something gradually disappears.

DOWN 1 When two or more people like each other and are friendly to each other. 2 When people stop having a relationship or stop working together. 3 To become older or an adult

52

Part 4- Replace the meaning

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

Get back

Ring off

Go off

Go for

Get away

Look for

1. When did you return from New York?

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

___________________________________
3. Suddenly the lights stopped working

___________________________________
4. The dog reached the man

___________________________________

Thanks for your cooperation!

53

Appendix 2

I Am Legend
From Wikipedia, the free encyclopedia

I Am Legend is a 1954 science fiction novel by Richard Matheson about the last man alive in a future Los Angeles, California. Is considered as "the first modern vampire novel. This novel has influenced the modern vampire genre as well as the zombie genre, and popularized the fictional concept of a worldwide apocalypse due to a disease. The novel was a success and was adapted to film as The Last Man on Earth in 1964, as The Omega Man in 1971, and again in 2007 as I Am Legend. The story takes place between January 1976 and January 1979 in Los Angeles. Robert Neville, the protagonist, is apparently the only survivor of an apocalypse caused by bacteria, the symptoms of which are similar to vampirism and which do not wear off with any antidote. He spends every day repairing his house, boarding up windows to prevent vampires from breaking into the house, and stringing and hanging garlic. One day a dog appears in the neighborhood. Neville spends weeks trying to win its trust and domesticate it, but the dog tries to go for Neville many times. However he eventually wins it over. Finally, it dies from the infection a week later. Neville finds an apparently uninfected woman named Ruth; she runs away. Neville follows her and after a struggle takes her back to his house. Suspicious that she is infected, Neville questions her. When Neville performs a blood test on her, her infection is revealed. Ruth knocks him out and suddenly she goes off, leaving a note, explaining that she is a spy from a primitive new society; her people are infected but have discovered a way to hold the disease. She warns him to leave before they come to destroy him. Neville decides to stay. Months later, hunters from the new society capture Neville, and take him for public execution. Before he can be executed, Ruth provides him with pills so that he will feel no pain. Neville takes the pills and as he dies he reflects on how the new society regards him as a monster. He becomes a legend as the vampires once were.

Appendix 3

Source: http://en.wikipedia.org/wiki/I_Am_Legend UNIVERSIDAD AUTONOMA DE CHIAPAS ESCUELA DE LENGUAS TUXTLA SIXTH SEMESTER Activity designed by: Hugo Santos S.
54

1)

Skim the text and underline the correct answer:

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

a. Robert Neville died, Neville finds a dog, He spends every day repairing his house. b. He spends every day repairing his house, Neville finds a dog, Robert Neville died. c. He spends every day repairing his house, Robert Neville died, He spends every day repairing his house. d. Robert Neville died, He spends every day repairing his house, Neville finds a dog. 2. a. b. c. e. 3. a. b. c. d. 4. a. b. c. d. What did Robert Neville do every day? Look for an antidote and try to domesticate the dog Repair his house and board up the windows Test blood and try to find vampires Hang garlic and look for an antidote What happened with Robert Neville at the end of the story? Robert Neville found an antidote Robert Neville lived for a long time Robert Neville died Robert Neville got married with Ruth The main idea of the text is: Robert Neville fought against the vampires in order to survive Robert Neville reflected on how the new society regards him as a monster Robert Neville is the protagonist of this novel Richard Matheson wrote a novel called I am legend the story is about the last man alive in a future Los angeles, California.

2)

Scan the text and Answer the following questions a. In what year the novel was adapted to a first film? b. The novel I am legend was considered as the first: c. Ruth was a _______ from a primitive new society. d. The story takes place between what year and what year?

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UNIVERSIDAD AUTONOMA DE CHIAPAS ESCUELA DE LENGUAS TUXTLA SIXTH SEMESTER Lesson Plan by: Hugo Santos

Appendix 4

Level: Lower Intermediate Time: 50 Aims: Students will learn about I am legend novel from Richard Matheson and the final product of the class will be that they will be familiar with four phrasal verbs: break in, wear off, go off, and go for in order to use them. Lesson plan Stage Warm up Time 3 Procedure T will elicit with this question What would you do if you were the last man on the Earth? And write and idea map on the board. Stick a picture of the movie I am legend What do you know about the movie? What do you know about the novel? What is the movie about? T shows 4 phrasal verbs they might not know

Pre-listening

T gives Ss the reading and tells them not to read yet. Make students predict what the text is about according to the external text features: the picture, the title in bold, the subtitle, the type of the text. T gives Ss the reading and tell them to skim the text After reading the text, T will ask Ss Who was Ruth? Who was Robert Neville?

While stage

8 Post-stage 14

After that, T gives a handout (skim and scan) and then T checks the answers In trios discuss and write in bond paper a different ending for the story. Finally, They present their work.

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Appendix 5

Bob Marley
Very popular in their native Jamaica, where Bob Marley grew up and was considered as a national hero, the Wailers were also reggae music's most effective international emissaries. Bob Marley's songs of determination, rebellion, and faith found an audience all over the world. Marley left his home in Kingston at age 14. In 1963, with the guidance of Jamaican pop veteran Joe Higgs, Marley formed the Wailers. The band broke up in 1966, but upon Marleys return to Jamaica, the Wailers reunited and recorded with little success. During this period, the Wailers devoted themselves to the religious sect of Rastafari. Marley got on with Chris Blackwell, who had released Judge Not in England in 1963 in 1972. Blackwell signed the Wailers to Island Records and advanced them the money to record their music in Jamaica. Now called Bob Marley and the Wailers, they toured Europe, Africa, and the Americas, building especially strong followings in the U.K., Scandinavia, and Africa. In Jamaica the Wailers reached unprecedented levels of popularity and influence. A 1980 tour of the U.S. was canceled when Marley fell down while jogging in New Yorks Central Park. Doctors discovered that he had developed brain, lung, and liver cancer. He gave in eight months later. The reggae music legend finally came down in 1980. Marley was a pioneer not only because he brought reggae to the world, but because his passionate, socially observant music has become a precedent against which all reggae will forever be measured.

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

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Appendix 6
UNIVERSIDAD AUTONOMA DE CHIAPAS ESCUELA DE LENGUAS TUXTLA SIXTH SEMESTER Activity designed by: Hugo Santos S. DISCUSSION: Discuss the following questions (8 minutes): 1. Do you like reggae? 2. When did you first hear reggae? 3. Have you heard of Bob Marley? 4. What Bob Marley songs do you know / like? 5. What other reggae songs / artists do you know / like? 6. What do you know of Rastafarianism? 7. Would you like to go to Bob Marleys country of birth - Jamaica? 8. Rastafarians believe marijuana was given to us by God to be enjoyed. What do you think? 9. Would you like to have your hair in dreadlocks? ___________________________________________________________

UNIVERSIDAD AUTONOMA DE CHIAPAS ESCUELA DE LENGUAS TUXTLA SIXTH SEMESTER Activity designed by: Hugo Santos S. DISCUSSION: Discuss the following questions (8 minutes): 1. Do you like reggae? 2. When did you first hear reggae? 3. Have you heard of Bob Marley? 4. What Bob Marley songs do you know / like? 5. What other reggae songs / artists do you know / like? 6. What do you know of Rastafarianism? 7. Would you like to go to Bob Marleys country of birth - Jamaica? 8. Rastafarians believe marijuana was given to us by God to be enjoyed. What do you think? 9. Would you like to have your hair in dreadlocks? Source: http://www.breakingnewsenglish.com/0502/06.bob_marley_birthday.html

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Appendix 7 UNIVERSIDAD AUTONOMA DE CHIAPAS ESCUELA DE LENGUAS TUXTLA SIXTH SEMESTER Lesson Plan by: Hugo Santos Level: Lower Intermediate Time: 50 Aims: Students will learn about Bob Marley and his influenced in reggae music the final product of the class will be that they will be familiar with four phrasal verbs: give income down-get on with- grow up in order to use them. Lesson plan Stage
Warm up

Time
5

Procedure
T will play music from Bob Marley and will ask Ss if they know him. T will write on the board all the ideas they have and everything they know about him and his songs. In pairs discuss about these questions(Bob Marley pre-

Pre-listening

reading) check the answers

5 While stage 2 T tells Ss that they have to underline the four phrasal verbs: give in- come down-get on with- grow up and try to guess the meaning. Ss read the text After reading the text, T will ask Ss Who was Bob Marley? How old was he when he left his home? What is the name of the band Marley formed? What disease provoked Marleys dead? 4 Post-stage 15 mins T asks Ss if they guessed the meaning of the four phrasal verbs and writes the definition of those phrasal verbs on the whiteboard. Ss write A Mexican Bob Marley how would be his history, his name, the name of the band, write 3 paragraphs. Ej Bobby Martn and the name of the band Appendix 8 Los guailers. 8/05/2007 59

8 4

Hi mom!

How is everything? Do you and Dab miss me a lot already? I miss you guys a ton! Im doing Ok, but the CELTA course has been really stressful. I keep on thinking that its just stressful because its the first week of class, but it just keeps on getting worse! Then theres the added stress of working with eight other girls! Dont get me wrong, I get along really well with most of them. But there are one or two who are driving me crazy. They always ask stupid questions, extending the class into our lunch break instead of just staying behind after class to talk to the instructor. I try to just ignore them, but Im telling you, its really hard! Anyway, my trip was quite an adventure! I got into Cancun really late at night, so when I got off the bus, I just got a taxi instead of trying to walk. When I got to the hotel, I could hear people talking inside, but no one would open the door. Since I didnt have anywhere to go, I just kept on ringing the door bell. Eventually, an American guy in his fifties opened the door. He explained that he had been told not to answer the door, but the manager was asleep. He went to look for the manager and left me in the kitchen talking to a Mexican guy who didnt believe I spoke Spanish. Anyway, when the American guy reappeared with the half-asleep manager, who insisted on speaking to me in horrible English. I checked in by showing him a page I printed from the Internet confirming my reservation. He seemed to have no idea what it was, but it did confirm the price. He asked me for 50 pesos or 5 dollars. I asked if he had change and showed him I had a 20 dollar bill. He just told me to pay him the next day when I checked out.

Appendix 9 UNIVERSIDAD AUTONOMA DE CHIAPAS ESCUELA DE LENGUAS TUXTLA

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ENGLISH VI
Cuestionario Nombre: _____________________________________________________________________ Instrucciones: Contesta las siguientes preguntas. Tu respuesta es confidencial y no afectara tus calificaciones de la materia de ingls.

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

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

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

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

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

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1. Disfrutaste los textos presentados en clases mas que los textos presentados en los libros de Ingls? MAS MENOS IGUAL

2. Piensas que los textos te ayudaron a aprender algo? YES NO

3. Te sentiste ms cmodo hablando ingls cuando se discutan los textos ms que en otras actividades en el saln de clases? YES NO

4. Sentiste algo diferente al leer los textos presentados en las clases a diferencia de los textos encontrados en los libros de Ingls? MAS MENOS IGUAL

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