Teaching and Learning of Idiomatic Expressions and Multi-word Verbs of English in The Context of Sudan
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TITLE |
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Table 1 | The Sample: The Subjects (Students) participated in the Study |
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Table 2 | Verbal Combinations included in Collins COBUILD Dictionary of Phrasal Verbs |
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Table 3 | OUP Dictionary of Phrasal Verbs’ Scheme of the Six patterns of MWV |
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Table 4 | OUP Dictionary of Idioms’ Classification of the Clause Patterns of IEX |
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Table 5 | OUP Dictionary of Idioms’ Classification of the Phrase Patterns of IEX |
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Table 6 | (TQNN: Q.1) The Teachers’ areas of Specialization |
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Table 7 | (TQNN: Q.2a) The Teachers’ opinions / views on the emphasis / weightage given to the vocabulary course in the English syllabus in Sudan Universities |
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Table 8 | (TQNN: Q.2b) The Causes of the teachers’ discontent with the vocabulary status in the syllabus |
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Table 9 | (TQNN: Q.3a) The Teachers’ view(s) on the status of IEX and MWV in the vocabulary course(s) |
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Table 10 | (TQNN: Q.3b) The reasons of the dissatisfaction of some teachers with the status of IEX / MWV in the vocabulary course(s) |
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Table 11 | (TQNN: Q.4) The familiarity or non-familiarity of the teachers with the relevant literature of teaching/learning of IEX and MWV. |
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Table 12 | (TQNN: Q.5) The Students’ familiarity or non-familiarity with the terms: IEX and MWV |
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Table 13 | (TQNN: Q.6) What proportion of the students can define IEX and MWV? |
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Table 14 | (TQNN: Q.7) The Students’ attitude towards IEX and MWV: Use or avoidance |
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Table 15 | (TQNN: Q.8a) Some problems/difficulties facing the students in learning IEX and MWV |
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Table 16 | (TQNN: Q.8b) On other problems/difficulties encounter the students while learning IEX/MWV |
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Table 17 | (TQNN: Q.9a) The importance of IEX and MWV in everyday English use |
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Table 18 | (TQNN: Q.9b) Clear Statement of the importance of IEX and MWV for the foreign learner |
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Table 19 | (TQNN: Q.10.I) The difficulty of IEX and MWV for the foreign learners |
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Table 20 | (TQNN: Q.10.II) Some of the problems and difficulties of teaching IEX and MWV |
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Table 21 | (TQNN: Q.11) The understanding of a two-word verb in context |
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Table 22 | (TQNN: Q.12) The Comprehension of a three-word verb in context |
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Table 23 | (TQNN: Q.13) Understanding an IEX in context |
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Table 24 | (TQNN: Q.14) The students’ perception, definition, etc. of IEX |
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Table 25 | (TQNN: Q.15) The best way to teach and learn IEX and MWV: Classroom methodology etc. |
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Table 26 | (TQNN: Q.16.I) The usefulness/importance of IEX and MWV |
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Table 27 | (TQNN: Q.16.II) The classroom methodology, techniques/ procedures |
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Table 28 | (TQNN: Q.17) The inclusion (introduction) of a course on IEX and MWV in the English Language syllabus in Sudan Universities |
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Table 29 | (TQNN: Last Section) Personal and academic information about the teachers: designation, academic and teaching experience |
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Table 30 | (SQNN: Q.3) The Sex (female/male) of the students |
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Table 31 | (SQNN: Q.4) The religion(s) of the students |
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Table 32 | (SQNN: Q.5) The marital status of the students |
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Table 33 | (SQNN: Q.6) The distribution of the subjects of the study over the 26 states of Sudan |
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Table 34 | (SQNN: Q.6) The birth place(s) of the students |
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Table 35 | (SQNN: Q.7) The nationality of the students |
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Table 36 | (SQNN: Q.8a) The father’s education |
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Table 37 | (SQNN: Q.8a) The father’s occupation |
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Table 38 | (SQNN: Q.8b) The mother’s education |
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Table 39 | (SQNN: Q.8b) The mother’s occupation |
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Table 40 | (SQNN: Q.9) The mother tongue of the students |
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Table 41 | (SQNN: Q.10) The medium of instruction at school |
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Table 42 | (SQNN: Q.11) The other languages known by the students |
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Table 43 | (SQNN: Q.12) The school/faculty where the students study |
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Table 44 | (SQNN: Q.13) The programme of study of the students |
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Table 45 | (SQNN: Q.14) The subject of study of the students: major or minor |
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Table 46 | (SQNN: Q.15) The years of study English before university |
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Table 47 | (SQNN: Q.16) The students’ attitude towards MWV: preference of using MWV or SWV |
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Table 48 | (SQNN: Q.16) Clarification/rearrangement of the verbal combina-tions provided in table 47 |
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Table 49 | (SQNN: Q.17) The students’ ability or inability to substitute a MWV with a SWV |
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Table 50 | (SQNN: Q.18) The difficulty /ease of understanding and substituting a MWV with a SWV |
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Table 51 | (SQNN: Q.19) The students’ ability/inability to use and understand IEX and MWV in different and various settings and situations |
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Table 52 | (SQNN: Q.20) The students’ preference of using an English expression rather than others |
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Table 53 | (SQNN: Q.21) The availability (or non) of IEX and MWV in the students L1 and their translatability into English |
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Table 54 | (SQNN: Q.22) The Students’ problems/difficulties in learning IEX and MWV |
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Table 55 | (SQNN: Q.23) The (suitable) classroom methodology, motivation, materials etc., for teaching/learning of IEX and MWV |
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Table 56 | (SQNN: Q.24) The familiarity (or non) of learners with some references/books, textbooks/workbooks etc. |
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Table 57 | (SQNN: Q.25) The students’ feeling and attitude towards IEX and MWV while encountering and using them in speech and writing |
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Table 58 | (SQNN: Q.26) The students’ views on the definition, perception etc., and their awareness of the importance of IEX / MWV |
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Table 59 | (SQNN: Q.27) The students’ areas of interest |
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Table 60 | (PRT:Q.1a) Tested MWV, number of correct/wrong answers and percentage |
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Table 61 | (PRT:Q.1.b.I) Passivization: Tested Items / Sentences, Number of correct/wrong answers and percentage |
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Table 62 | (PRT:Q.1.b.II) Nominalization: Tested items/sentences, number of correct/wrong answers and percentage |
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Table 63 | (PRT:Q.2) Verbal Idioms: tested items, number of correct / wrong answers and percentage |
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Table 64 | (PRT:Q.2) Nominal Idioms: tested, tested items, number of correct/wrong answers and percentage |
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Table 65 | (PRT:Q.2) Adjectival Idioms: tested items, number of correct/wrong answers and percentage |
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Table 66 | (PRT:Q.2) Adverbial Idioms: tested items, number of correct/wrong answers and percentage |
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Table 67 | (PRT:Q.3) Verbal Idioms: tested items, number of correct/wrong answers and percentage |
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Table 68 | (PRT:Q.3) Nominal Idioms: tested items, number of correct/wrong answers and percentage |
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Table 69 | (PRT:Q.4) Adjectival Idioms: tested items, number of correct/wrong answers and percentage |
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Table 70 | (PRT:Q.4) Adverbial Idioms: tested items, number of correct/wrong answers and percentage |
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Table 71 | (PRT:Q.4) Verbal Idioms: tested items, number of correct/wrong answers and percentage |
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Table 72 | (PRT:Q.4) Nominal Idioms: tested items, number of correct/wrong answers and percentage |
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Table 73 | (PRT:Q.4) Adjectival Idioms: tested items, number of correct/wrong answers and percentage |
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Table 74 | (PRT:Q.4) Adverbial Idioms: tested items, number of correct/wrong answers and percentage |
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Table 75 | (PRT:Q.5a) Verbal Idioms: tested items, number of correct/wrong answers and percentage |
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Table 76 | (PRT:Q.5a) Nominal Idioms: tested items, number of correct/wrong answers and percentage |
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Table 77 | (PRT:Q.5a) Adjectival Idioms: tested items, number of correct/wrong answers and percentage |
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Table 78 | (PRT:Q.5a) Adverbial Idioms: tested items, number of correct/ wrong answers and percentage |
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Table 79 | (PRT:Q.5b) Students’ marks on the paraphrase task |
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Table 80 | (ETC. MATERIALS) Contents of the exercises/activities appeared in Feare 1980: Practice with Idioms |
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Table 81 | (ETC. MATERIALS) Contents of the exercises appeared in CUP International Dictionary of PHV |
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Table 82 | (ETC. MATERIALS) Contents of the exercises appeared in CUP International Dictionary of Idioms |
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Table 83 | Number of subjects (students) participated in the ETC |
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Table 84 | (POT: Q.1a) Tested MWV, number of correct/wrong answers and percentage |
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Table 85 | (POT: Q.1.b1) Passivization: Tested items, number of correct/wrong answers and percentage |
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Table 86 | (POT: Q.1.b.II) Nominalization: Tested items, number of correct/ wrong answers and percentage |
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Table 87 | (POT: Q.2) Verbal Idioms: Tested items, number of correct/wrong answers and percentage |
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Table 88 | (POT: Q.2) Nominal Idioms: Tested items, number of correct/wrong answers and percentage |
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Table 89 | (POT: Q.2) Adjectival Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 90 | (POT: Q.2) Adverbial Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 91 | (POT: Q.3) Verbal Idioms: Tested items, number of correct/wrong answers and percentage |
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Table 92 | (POT: Q.3) Nominal Idioms: Tested items, number of correct/wrong answers and percentage |
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Table 93 | (POT: Q.3) Adjectival Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 94 | (POT: Q.3) Adverbial Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 95 | (POT: Q.4) Verbal Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 96 | (POT: Q.4) Nominal Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 97 | (POT: Q.4) Adjectival Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 98 | (POT: Q.4) Adverbial Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 99 | (POT: Q.5a) Verbal Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 100 | (POT: Q.5a) Nominal Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 101 | (POT: Q.5a) Adjectival Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 102 | (POT: Q.5a) Adverbial Idioms: Tested items, number of correct/ wrong answers and percentage |
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Table 103 | (POT: Q.5b) Students’ scores on the paraphrase task |
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Table 104 | (POT: Q.5b) Students’ performance on the PRT: total number of correct/ wrong answers and percentage |
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Table 105 | (Appendix-7b) Students’ performance on the POT: total number of correct/ wrong answers and percentage |
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Table 106 | (Appendix-8) Students’ performance on the PRT/POT: Markwise |