This book explores the challenges of learning and teaching phrasal verbs, examining effective instructional methods and common learner difficulties. Combining theoretical insights with empirical research (coursebooks, student and teacher questionnaires, pedagogical strategies), it offers practical guidance for educators and language learners.
This book offers an in-depth analysis of the challenges of teaching and learning phrasal verbs, exploring their complexities and the most effective methods for instruction. It examines the intricacies of these multi-word verbs, the difficulties learners encounter in mastering them, and their preferences for teaching approaches.
In addition to discussing the nature of phrasal verbs, the book investigates pedagogical strategies, highlighting how educators introduce and reinforce them in the classroom. By integrating theoretical perspectives with empirical research, it provides valuable insights for teachers, curriculum designers, and language learners. Offering a bridge between theory and practice, this book presents strategies to enhance the teaching and acquisition of phrasal verbs.
Contents
Acknowledgements
List of Tables
List of Figures
Introduction
1. English phrasal verbs: definitions and classification
2. Phrasal verbs as a teaching problem
3. Phrasal verbs and various teaching methods
4. The occurrence of phrasal verbs in English coursebooks
5. Teachers' attitudes to phrasal verbs and techniques of teaching them: A survey study
6. Students' knowledge of phrasal verbs and their attitudes to learning them: A survey study
Conclusions
References
Appendices
Index of authors
Index of subjects
Dorota Góreczna is a faculty member at the Institute of English and American Studies at the Univeristy of Gdañsk, Poland. Her research focuses on English language teaching, with a particular interest in effective instructional strategies, student motivation, and learner autonomy.
