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A CORPUS-LINGUSTIC STUDY OF ELLs IN USING PHRASAL VERBS.

RATIONALE. to bridge the gap between students' acquisition and application of the second language, and the teachers’ knowledge and teaching methods. The researcher will advance an approved self-made textbook using the Callan Method to practice EFLs skills without memorization and translation..

THEORETICAL FRAMEWORK / THEORETICAL BACKGROUND.

PROBLEM STATEMENT. MAIN PROBLEM Phrasal verbs are one of the most complex multi-word items because their meaning differs from their separate words. The difficulty in using phrasal verbs among English language learners (ELL) of beginner and intermediate levels in a language school in the Philippines hinders their speaking skills progress. The language school provides practices and exercises. However, ELLs often interchange the preposition or adverb added to the verb when they speak..

SUBPROBLEMS 1. What phrasal verbs are frequently misused? 2. How do verbs function when they add the following: 2.1. Prepositions 2.2. Adverbs 3. What is the level of performance of the following respondents in dealing with phrasal verbs? 3.1. Beginner 3.2. Intermediate 4. Aside from providing practices and exercises, what teaching strategy is more efficient?.

Review of related literature. Title of Article Authors Year of Publication Journal Contribution of the Paper Limitation of the Paper Cognitive Linguistic to Instruct Phrasal Verbs Through Google +: A Lebanese EFL Context. DerKhachadourian , L. 2018 International Journal of Linguistics, Literature, and Translation (IJLLT) They formed an experimental group called Google+ group. The electronic literacy weakens the intervention. A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model. Al- Otaibi , G. M. 2019 National Research University Higher School ofEconomics Journal of Language & Education Volume 5, Issue 2, 2019 They concluded that ELLs can avoid problems if they are explicitly taught about PVs. T hey should provide lots of fill-in-the-blank-with-appropriate-particle exercises for non-transparent PVs to retain the meaning of the particle. Learners don’t have satellite-frame languages..

Task-Supported Language Teaching to Enhance Young EFL Adolescents Learners' Comprehension and Production of English Phrasal Verbs in Taiwan. Mu- Hsuan , C. 2020 International Journal of Primary, Elementary and Early Years Education Volume 48, 2020 - Issue 4 Conveyed that task-supported language teaching improves young ELLs' cognition and construction of English PVs with a memorization strategy. The memorization strategy is not an effective strategy for improving vocabulary skills because it doesn’t allow a deeper understanding of the subject. Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List. Spring, R. 2018 Advances in Language and Literature Studies Stated that it is possible to list PV particles and their meanings based on the event conflation theory which explains multiple particle meanings through metaphoric extensions of their other meanings. Listing PVs complicates ELLs because of their number and polysemy..

A Corpus-Linguistic Analysis of Phrasal Verbs in Philippine English. Somoson , D. C. 2020 Advances in Social Science, Education and Humanities Research, volume 50 Analyzed the grammatical patterns and semantic features of the most commonly used PVs. Semantic features of PVs with literal meanings are easily understood..

RESEARCH METHODOLOGY. This research will use a quantitative method. The researcher will conduct a survey of the most frequently misused PVs, use test and questionnaire tools to collect data, investigate the relationship between variables, and will critically evaluate the proposed teaching method..

RESEARCH ENVIRONMENT. The locale of the study is an English online school in Cebu, Philippines. The school is on the third floor of the building. The researcher will send the tools to international students living in Japan through Google Forms..

RESEARCH RESPONDENTS. The research respondents will be the researcher’s Japanese students who are currently living in Japan. The Japanese students' English levels in online schools are beginner, intermediate, and advanced. However, the researcher will only focus on the beginner and intermediate levels since the researcher observed the problem from students in the said levels. The researcher will choose 30 students, 15 from beginner and 15 from intermediate levels..

DATA GATHERING PROCEDURES. The researcher will first conduct a 30-item online pre-test to determine the top 15 most frequently misused phrasal verbs. Then, they will introduce the Callan Method to teachers and demonstrate it to students for one week. During the process, the researcher will observe and record students’ progress. Finally, the researcher will conduct a post-test to measure the achievement and effectiveness of the Callan Method. For the data analysis, the researcher will use a T-Test..

RESEARCH INSTRUMENT. The researcher will conduct a pretest, observation, Callan Method training for teachers, demonstration to students, post-test, and T-test..

references. References: Abdul-Jabbar, F. E. & Shareef, M. (2018). A Study of the Difficulties of Using Phrasal Verbs among EFL Learners in Secondary Level. Alangari , M. Jaworska , S. LAws , Jacqueline L. (2020). Journal of English for Academic Purposes: Who's afraid of phrasal verbs? The use of phrasal verbs in expert academic writing in the discipline of linguistics Al- Otaibi , G. M. (2019). A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model. Amred , M. A. & Yousif, S. A. (2018). Pragma-linguistic Difficulties in recognition of Phrasal Verbs by Iraqi EFL University Learners. Blacker, (2019). Theories of Language Acquisition. Budiman, A. (2017). Behaviorism in Foreign Language Teaching Methodology Cascella , M. & Al Khalili, Y. (2019). Short-Term Memory Impairment. Castro, G. (2020). Same-verb Different-particle Phrasal Verbs in Philippine English Choi, H. & Juhoo , L. (2018). Memorization as a Vocabulary Learning Strategy Among Korean EFL Students. Dalpanagioti , T. (2022). Motivated Patterns of Phrasal Verbs and Learner’s Dictionaries. DerKhachadourian , L. (2018). Cognitive Linguistic to Instruct Phrasal Verbs Through Google +: A Lebanese EFL Context. Ella, J. R. & Dita , S. N. (2017). The Phrasal-Prepositional Verbs in Philippine English: A Corpus-based Analysis. Estaji , M. & Montazeri , M. R. (2022). The Representation of Collocational Patterns and Their Differentiating Power in the Speaking Performance of Iranian IELTS Test-Takers Jahedi , M. & Mukundan , J. (2015). A review on studies of phrasal verb constructions in ESL context. Advances in Language and Literary Studies. Kamarudin , R. & Md Zamin , A. A. (2018). The Description of Phrasal Verbs in Language Reference Materials. Mu- Hsuan , C. (2020). Task-Supported Language Teaching to Enhance Young EFL Adolescents Learners' Comprehension and Production of English Phrasal Verbs in Taiwan. Somoson , D. C. (2020). A Corpus-Linguistic Analysis of Phrasal Verbs in Philippine English. Spring, R. (2018). Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List. Thom, D. (2017). A Cognitive Approach to Phrasal Verbs: A Teacher’s Guide. Thyab , R. A. (2019). Phrasal Verbs in English as a Second / Foreign Language. Tsaroucha , E. (2018). A Cognitive Linguistic Approach to English Phrasal Verbs..