3/21/23, 9:28 PM Turnitin - Originality Report - W

Turnitin Originality
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Processed on: 15-Mar-2023 6:42 AM PDT
ID: 2010994657
Word Count: 2799
Submitted: 5

W By Ali Shimal Kzar lyshmal

3% match ()
Wild, Catherine
(Kate). "Attitudes Similarity by Source
towards English Similarity Index
Internet Sources: 5%
usage in the late
modern period: the 5% Publications:
Student Papers:
2%
1%
case of phrasal
verbs", 2010

1% match (Internet from 15-Jan-2023)

https://core.ac.uk/download/pdf/327079612.pdf

1% match ()
Abu Jamil, Basem Saleh. "Rethinking avoidance of English phrasal verbs by
Arab learners", Colorado State University. Libraries, 2010

1% match (Nidhal Muneam Mohammed, Saad Najim Al-Khafaji.

"ECOPRAXICALITY OF KUNITZIAN TEXT: ECOCONSCIOUSNESS DEVELOPMENT
IN STANLEY KUNITZ’S SELECTED POEMS", International Journal of Research in
Social Sciences and Humanities, 2020)
Nidhal Muneam Mohammed, Saad Najim Al-Khafaji. "ECOPRAXICALITY OF
KUNITZIAN TEXT: ECOCONSCIOUSNESS DEVELOPMENT IN STANLEY KUNITZ’S
SELECTED POEMS", International Journal of Research in Social Sciences and
Humanities, 2020

University of Baghdad College of Education of Human Sciences Ibn-Rushd

Department of English Effective Techniques for Teaching and Learning Phrasal
Verbs and Tongue Twisters to EFL Learners Submitted by Ali Shamal, Mera
Emad, Hala Abd AL Kareem, Astabraq Nori, Duua Alawi, and Mustafa Taha
Supervised by Asst. Prof. Dr Bushra Ni'ma Rashid 2022-2023 Abstract:
Enhancing foreign language learning can be a challenging task for educators,
especially when it comes to teaching complex language features such as
phrasal verbs and pronunciation. This paper explores different strategies that
can be used to teach phrasal verbs and tongue twisters engagingly and
effectively. The use of authentic materials such as song lyrics can provide an
enjoyable and memorable experience for students while improving their
language skills. Pronunciation drills and repetition exercises can also be
effective for improving pronunciation and distinguishing between similar-
sounding words. Additionally, incorporating technology and interactive
activities can further enhance the learning experience. By using a variety of
strategies, educators can help students overcome the difficulties of learning a
foreign language and improve their overall language proficiency. Introduction

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3/21/23, 9:28 PM Turnitin - Originality Report - W

introduction suggests me a song This upbeat song can be used to teach

English phrasal verbs and imperatives. Teachers can have students fill in
missing words, identify rhyming words, or practice. 2- phrasal verb A phrasal
verb is a type of lexical unit in English that consists of a verb and one or more
adverbial particles, where the verb and particle(s) together function as a
single unit of meaning. The adverbial particles in a phrasal verb can either
precede or follow the verb and can be separable or inseparable. Phrasal verbs
can be either transitive or intransitive, and when transitive, they may take a
direct object, which can either separate the verb and particle or be placed
between them. (Adapted from McCarthy and O'Dell, 2005; Biber et al., 1999).
here are some more definitions of phrasal verbs with references: ? "Phrasal
verbs consist of a main verb and one or more particles (e.g. adverbs,
prepositions) that are combined to create a new meaning. The meaning of
the phrasal verb is often idiomatic and cannot be deduced from the meanings
of the individual words" (McCarthy and O'Dell 2005,p. 17). ? "Phrasal verbs
are expressions consisting of a verb followed by a particle or particles. The
particle can be either an adverb or a preposition, and its meaning, when
combined with the verb, is often idiomatic and not predictable from the
meanings of the two elements taken separately" (Biber et al. 2002, p.136). ?
"Phrasal verbs are combinations of a verb and one or more particles that
function as a unit, both semantically and syntactically, and whose meaning is
often idiomatic" (Celce-Murcia and Larsen-Freeman 1999, p.302). ? "Phrasal
verbs are multi-word lexical items that are made up of a main verb and one
or more particles. The meaning of the phrasal verb is not always predictable
from the meanings of its constituent parts, and the verb and particle often
have to be learned as a single unit" (Thornbury 2006, p.75). Thus, there are
three possibilities: (1) Idiomatic expression: a. The outlook is good. 1. I'm
giving up! 2. A takeoff occurred, hence the answer is c. 3. second, a phrasal
verb with a noun as its direct object: a. I consulted a dictionary. 4. They
placed the child for adoption/placed the child for adoption. b. 5. It was at this
point when Isaac removed his socks. 6. I checked it up in the dictionary 3.
transitive phrasal verb with a pronominal direct object: a. 7. They dropped
her like a hot potato and gave up on her. 8. b. Isaac removed them (or
rather, "Isaac removed them"). 9. Some situations don't follow the usual rules
for phrasal verbs. For example, if the direct object is a long noun phrase,
people are less likely to separate the verb and particle, preferring to say "I
looked up the long and hard-to-say word in the dictionary" instead of "I
looked the long and hard-to-say word up in the dictionary." Some people also
say that a phrasal verb is less likely to be separated from a noun if it is more
idiomatic. For example, "give up smoking" is better than "give smoking up."
Regional dialects also play a role, with American English and Scottish English
being more likely to put the particle right after the verb. Lastly, a pronominal
object can come after a particle in some situations, like when you say, "They
gave her up?" to make a point. Some sources, like Visser (1963) and
Bolinger, back up these points (1971). Phrasal verbs have been studied in
English grammar for hundreds of years. In the late 19th century and early
20th century, books like Sweet (1892– 1888) and Jespersen gave in-depth
explanations (1909-49). Kennedy's "Monograph on Phrasal Verbs" (1920) was
the first book to focus on phrasal verbs and talk about their unique syntax
and meaning. In the 1960s and 1970s, academic books like Live (1965),
Spasov (1966), Bolinger (1971), Lipka (1972), and Fraser (1976) came out.
These books talked about different things about phrasal verbs, like their
syntax, meaning, and classification. Some of these studies gave syntactic
tests for separating phrasal verbs and made suggestions for how they should
be grouped by meaning. In general, early descriptions of phrasal verbs
focused on syntactic tests, though some studies also looked at their
meanings and how they were grouped. 2.1. TYPES OF PHRASAL VERBS There

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3/21/23, 9:28 PM Turnitin - Originality Report - W

language classrooms as a fun and effective way to practice pronunciation and

speaking skills. Students practice saying phrases that contain difficult or
challenging sounds, such as "She sells seashells by the seashore.“ A few
examples of common English tongue twisters: ? Can you imagine how much
wood a woodchuck could chuck if it could? ? Susie was spotted by me
lounging at a shoeshine parlour. ? Peter Piper picked a peck (or a lot) of
pickled peppers. ? At the beach, she sells seashells. ? Red truck, yellow truck,
stoplights. CONCLUSIONS In conclusion, tongue twisters and phrasal verbs
are both effective strategies for enhancing foreign language learning. Tongue
twisters can help learners improve their pronunciation and fluency, while
phrasal verbs can aid in the acquisition of essential vocabulary and grammar
structures. Both strategies can be used in a variety of activities and exercises,
including games, songs, and drills, to keep learners engaged and motivated.
Furthermore, research has shown that these strategies can have a positive
impact on language learning outcomes, making them valuable tools for
language teachers and learners alike. Incorporating tongue twisters and
phrasal verbs into language instruction can help learners develop the
language skills they need to communicate effectively and confidently in real-
world contexts. References: ? Barratt-Pugh, C., & Rohl, M. (2000). Developing
phonological awareness: A study of the effects of explicit training on children
with spoken language difficulties. International Journal of Disability,
Development and Education, 47(2), 193-206. ? Biber, D., Conrad, S., and
Reppen, R. (2002). Corpus Linguistics: Investigating Language Structure and
Use. Cambridge: Cambridge University Press. ? Bolinger, D. (1971). The
Phrasal Verb in English. Harvard University Press. ? Celce-Murcia, M., and
Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL Teacher's
Course (2nd ed.). Boston: Heinle & Heinle. ? Dixon, R. M. W. (1982). Where
have all the adjectives gone? and other essays in semantics and syntax.
Berlin: Mouton. ? Fraser, B. (1976). The Verb-Particle Combination in English.
London: Longman. ? Gilakjani, A. P., & Ahmadi, S. M. (2011). The effect of
using tongue twisters on Iranian EFL learners' pronunciation accuracy. English
Language Teaching, 4(3), 77-86. ? Lipka, L. (1972). English Lexicology.
Heidelberg: Quelle & Meyer. ? Live, E. H. (1965). The Structure of English:
Studies in Form and Function for Language Teaching. London: Longmans. ?
Jespersen, O. (1909-49). A Modern English Grammar. Heidelberg: Winter. ?
Kennedy, A. G. (1920). English Idiom and Idiomatic Phrases. A Linguistic
Analysis. London: Dent. ? McCarthy, M., and O'Dell, F. (2005). English Phrasal
Verbs in Use: Advanced. Cambridge: Cambridge University Press. ? Prinzo, L.
S., & Robinson, L. (2013). The effectiveness of tongue twisters as a
pronunciation tool for adult English language learners. The Journal of
International Education Research, 9(2), 133-138. ? Quirk, R., Greenbaum, S.,
Leech, G., & Svartvik, J. (1985). A Comprehensive Grammar of the English
Language. Longman. ? Smith, L. P. (1923). English Idioms. George H. Doran
Company. ? Spasov, L. A. (1966). English Phrasal Verbs. Sofia: Bulgarian
Academy of Sciences. ? Sweet, H. (1892-8). A New English Grammar: Logical
and Historical. Clarendon Press. ? Trudgill, P., & Hannah, J. (2002).
International English: A guide to varieties of Standard English. Arnold:
London. ? Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan Education.
? Visser, F. Th. (1963). A Historical Syntax of the English Language:
Syntactical units with two verbs. E.J. Brill: Leiden. 1 2 3 4 5 6 7 8 9 10 11 12
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