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TEACHING AND LEARNING PHRASALS: IMPACT STUDENTS' LANGUAGE ORGANIZATION

E. Notina, I. Bykova, E. Startseva, I. Likhacheva, N. Zhabo

Abstract

It has always been a common place that learning phrasal verbs is the hardest English vocabulary for students. To learn phrasal effectively either on their own or in class, students must be made to elaborate an appropriate approach to deal with the new notion and use it naturally and properly referring to the executive functioning skill of organizing thoughts. As many teachers may know, it takes a lot of experience to present phrasals to students to be accepted in the right and long-term way. To develop own methods of the problem solving becomes essential for up-to-date techniques that enable the teacher to get learners to provide information rather than giving it to them, e.g. when eliciting teaching. The presenting of new knowledge is often based on what the learners already know, i.e. the correct and rich vocabulary and grammar background is of great importance. To provide the correct and fully represented grammatical and vocabulary environment of a phrasal is a part of the system which makes new information more memorable. The aim of this article is to provide teachers with a new approach of giving the English vocabulary in combination with the grammar to minimize the grammatical, vocabulary or syntactic errors in studentsВ’ oral and written speech. One of the goals, here, to help students go from very controlled activities or exercises to using the new phrasal verbs fluently on their own, act them out in front of the auditory. Methods of syntactic teaching and translation were applied, getting to use topical vocabulary and suggesting a number of visual and verbal approaches for students of 1st and 2nd years who receive basics of the language at the agrarian and medical institutes of PeoplesВ’ Friendship University of Russia. The syntactic learning exercises helped students to gain the object and brought positive results which are so much desired when teaching the most complicated phrasals with idiomatic meaning or decide how to use separable/inseparable ones. In conclusion, the problem of teaching and learning phrasals is something teachers or students must be aware of. In order to make our students written and oral speech more authentic sounding, constant attention to the grammatically correct syntactic structures they choose and a range of classroom and homework activities could help us to teach beneficially. Learning the verb construction management serves as an essential part of the English syntax modelling based on the vocabulary studying hence creates the correct language organisation. The practical value of the article is to use the results for classroom teaching and learning phrasal verbs in the correct grammatical, vocabulary and syntactic environment

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DOI resolver: doi.org/10.5593/SGEMSOCIAL2017/HB31/S10.034

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