000			03146cam a2200337 a 4500
003			EG-GiCUC
005			20250223032103.0
008			181020s2018 ua f m 000 0 eng d
040			_aEG-GiCUC _beng _cEG-GiCUC
041	0		_aeng
049			_aDeposite
097			_aM.A
099			_aCai01.02.12.M.A.2018.Hl.A
100	0		_aHla Salah Eldin Hussein Aly
245	1	0	_aAcquisition of phrasal verbs by EFL learners : _bIntegrating data-driven learning and induction-deduction approaches / _cHla Salah Eldin Hussein Aly ; Supervised Amira Agameya , Eenas Metwally
246	1	5	_aاكتساب الأفعال العبارية من قبل متعلمي اللغة الإنجليزية كلغة أجنبية : _bدمج التعلم المدفوع بالبيانات مع المنهج الاستدلالي-الاستنتاجي
260			_aCairo : _bHla Salah Eldin Hussein Aly , _c2018
300			_a153 P. ; _c25cm
502			_aThesis (M.A.) - Cairo University - Faculty of Arts - Department of English
520			_aThe acquisition of prepositional verbs and phrasal verbs has always been a problem for the L2 language learner. This is a study that targets the Egyptian intermediate learners{u2019} acquisition of prepositional verbs and phrasal verbs and their incorporation in the learners{u2019} writing production. The study adopted a quasi-experimental methodology where two groups were randomly assigned to the experiment at the university where the researcher works. The deductive learning approach was applied on the first group, and the inductive learning approach was applied on the second group. Both learning approaches integrated the Data-Driven Learning (DDL) approach through the usage of concordance lines from the COCA corpus (Corpus of Contemporary American English). The findings of the study indicated two things. The first significant finding was the deductive learning approach{u2019}s upper hand compared to the inductive learning approach in relation to the learners{u2019} writing outcomes. The second significant finding was the improvedlearners{u2019} retention capabilities of the English prepositional verbs and phrasal verbs more through the inductive learning approach compared to the deductive learning approach due to encouraging a more learner-based environment where the learners relied on their comprehension and analysis of the concordance lines to create their own understanding of the target prepositional and phrasal verbs as opposed to depending, solely, on the instructor for direction and guidance which led to the deductive group{u2019}s focus on the grammar rule and dictionary meaning instead of focusing and analyzing the concordance lines provided during the presentation stage of the treatment
530			_aIssued also as CD
653		4	_aCorpus Linguistics
653		4	_aData-Driven Learning approach (DDL)
653		4	_aDeductive and inductive approach
700	0		_aAmira Agameya , _eSupervisor
700	0		_aEenas Metwally , _eSupervisor
856			_uhttp://172.23.153.220/th.pdf
905			_aNazla _eRevisor
905			_aShimaa _eCataloger
942			_2ddc _cTH
999			_c68080 _d68080