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Incidental acquisition of multiword expressions through audiovisual input: The role of repetition and typographic enhancement
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In: Education Publications (2021)
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A call for cautious interpretation of meta-analytic reviews
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In: Education Publications (2020)
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Using literal underpinnings to help learners remember figurative idioms: Does the connection need to be crystal-clear?
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In: Education Publications (2020)
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Applying cognitive linguistics to second language idiom learning
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Influential factors in lexical richness of young heritage speakers’ family language: Iranians in New Zealand
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Weighing up Exercises on Phrasal Verbs: Retrieval Versus Trial-And-Error Practices
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In: Education Publications (2019)
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Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners
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Gauging the Association of EFL Learners’ Writing Proficiency and their Use of Metaphorical Language
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In: Education Publications (2018)
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The Effect of Content Retelling on Vocabulary Uptake from a TED Talk
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In: Education Publications (2018)
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Examining Incidental Vocabulary Acquisition from Captioned Video: Does Test Modality Matter?
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In: Education Publications (2018)
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The Effect of Gloss Type on Learners’ Intake of New Words During Reading: Evidence from Eye-tracking
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In: Education Publications (2018)
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The Error in Trial and Error: Exercises on Phrasal Verbs
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In: Education Publications (2018)
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Abstract:
An analysis of 44 commercially available EFL textbooks found that it is common for textbooks to present learners with exercises on phrasal verbs without first providing relevant input to help them. In these cases, the learners are likely to resort to trial-and-error and are then expected to learn from feedback. We report an experiment conducted with Japanese EFL students (N=140) in which we compare the effectiveness of such a trial-and-error method with a retrieval procedure in which students first study a set of phrasal verbs and then complete an exercise. Scores on both an immediate and a one-week delayed post-test suggest superiority of retrieval over the trial-and-error procedure, where, despite the provision of feedback, 25% of the wrong exercise responses were reproduced in the delayed post-test.
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Keyword:
Education; English as a Foreign Language (EFL); Phrasal Verbs; trial-and-error; trial-and-error method
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URL: https://ir.lib.uwo.ca/edupub/105 https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1118&context=edupub
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Teaching and Learning Collocation in Adult Second and Foreign Language Learning
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In: Education Publications (2018)
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Pedagogical approaches to the teaching and learning of formulaic language
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In: Education Publications (2018)
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Influential factors in incomplete acquisition and attrition of young heritage speakers’ vocabulary knowledge
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On the Benefits of Multimodal Annotations for Vocabulary Uptake from Reading
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In: Education Publications (2017)
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Does Adding Pictures to Glosses Enhance Vocabulary Uptake from Reading?
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In: Education Publications (2017)
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Comparing the Effectiveness of Phrase-Focused Exercises. A Partial Replication of Boers, Demecheleer, Coxhead, and Webb (2014)
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In: Education Publications (2017)
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Influential Factors in Lexical Richness of Young Heritage Speakers’ Family Language
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In: Education Publications (2017)
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