Author:
Umarova Dilafruz Razzakberdiyevna
Abstract
This article explores the effectiveness of integrating the High-Intensity Interval Training (HIIT) method into English as a Foreign Language (EFL) classes for teaching phrasal verbs. The study investigates the impact of the HIIT approach on students' acquisition and usage of phrasal verbs, employing a mixedmethods research design. The findings indicate that the HIIT method enhances phrasal verb learning, leading to improved understanding, retention, and application of these challenging language components. The article concludes with implications for EFL educators seeking innovative approaches to enhance phrasal verb instruction.
Reference9 articles.
1. Darwin, C. M., & Gray, L. S. (1999). Going after the phrasal verbs: An alternative approach to classification. TESOL
2. Cirocki, A. (2003). Teaching Phrasal Verbs my Means of Constructing Texts. ELT Newsletter. Retrieved 2nd February 2011 from
3. English Language Teaching Vol. 5, No. 6; June 2012 ISSN 1916-4742 E-ISSN 1916-4750 114 How to Teach Phrasal Verbs Cagri Tugrul Mart Department of Languages, Ishik University, Erbil, Iraq Tel: 964-750-308-6122 E-mail: tugrulbey@hotmail.com
4. Moon, R. (1997). Vocabulary connections: Multi-word items in English. In M. McCarthy (Ed.), Vocabulary: Description, acquisition and pedagogy (pp. 40-63).Cambridge: Cambridge University Press.
5. Umarova D. R. TRANSITIVITY AND INTRANSITIVITY OF ENGLISH PHRASAL VERBS //Academic research in educational sciences. – 2020. – №. 3. – С. 844-848.