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ERIC Number: EJ946401
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1041-679X
The Effect of Explicit Instruction versus Exposure Only on ESL Learners' Ability to Recognize, Use and Recall Phrasal Verbs
Magnusson, Julina A.; Graham, C. Ray
Applied Language Learning, v21 n1-2 p29-52 2011
This study examines the effects of explicit instruction and exposure only on ESL students' ability to recognize, use and recall phrasal verbs. Subjects included 55 intermediate-level ESL students in reading classes at an intensive English program. Thirty-seven idiomatic phrasal verbs were divided into two lists. In a repeated measures design, one group of students received List 1 through direct instruction and List 2 through exposure only, while the other group received the opposite. Pre and posttests were given to measure students' ability to recognize, use and recall the phrasal verbs. The results show that treatment type was significant at a high probability level in favor of explicit instruction, although subjects had a higher mean percent gain for recognition than production. The study also reveals that subjects may perform differently--particularly in production--based on the individual difficulty of each phrasal verb. The findings of this study suggest that explicit instruction of phrasal verbs is more helpful than exposure alone for ESL learners' ability to recognize and use idiomatic phrasal verbs, although more instruction time may be needed for phrasal verb production, particularly if there are difficult collocational restrictions in usage. (Contains 10 tables.)
Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail:; Website:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A