This aims to analyze the syntactic distribution and proportion of multi-word verbs in middle school English textbooks and to explore the appropriateness of their input in order to suggest a solution to a pedagogical problem based on theoretical ...
This aims to analyze the syntactic distribution and proportion of multi-word verbs in middle school English textbooks and to explore the appropriateness of their input in order to suggest a solution to a pedagogical problem based on theoretical backgrounds.
Phrasal verbs, which are a type of multi-word verbs, are one of the most challenging categories for Korean EFL learners because of the different syntactic, semantic, phonological, and pragmatic features from their language. Moreover, these features becomes more problematic since they are analogous to prepositional verbs and free combinations with respect to their distributional appearance. For the purpose of this , several linguistic theories on phrasal verbs have been dealt with, recognizing the fact that they all have some flaws showing no consensus among linguists. As a result, the analyses do not help EFL learners understand or judge grammaticality because of the fact that Koreans do not have the linguistic intuition for English. The most difficult thing is to discriminate particles since we have to consider not only grammaticality but also pragmatic and semantic factors in treating particles.
Several researches which were examined here have led to the recognition of several theoretical backgrounds on avoidance phenomena in using phrasal verbs of Koreans and other language users. Based on the observational researches and linguistic theories, an analysis of textbooks and two questionnaires were performed for the purpose of this study.
In analyzing textbooks, nine books which were produced according to the 7th National Curriculum from three publishing companies were chosen. Drawing from Greenbaum and Quirk's concept of Multi-word verb (1997), the analysis was carried out for each grade's book. The results showed the following: (a) All the books had intransitive phrasal verbs, transitive phrasal verbs and prepositional verbs; (b) "separated" expressions, "unseparated" expressions and prepositional verbs were used even in the 1st graders' books, which is indicative of lack of consistent and systematic input; (c) Two 1st grade textbooks had "separated" expressions, where verbs and particles are separated by their objects, which is too high of a level in grammatical hierarchy for 1st grade students to understand; (d) There were sharp differences between the publishing companies in the amount of each grammatical category and the amount of the input was not used in a steady and systematic way as the grades increased.
A questionnaire was conducted, considering the grammaticality of phrasal verbs, specifically the distributional feature of their objects. The subjects were formed among 3rd graders depending on their English proficiency level, ranging from 1 % to 30 % in their mid-term exam and mock-up test. Another questionnaire was organized in this so that the results can secure reliability. It was devised from Contrastive Analysis Hypothesis concerning open and hypothetical conditional clause. The results showed the following: (a) The students had more difficulties understanding multi-word verbs than conditional clauses; (b) They tend to memorize multi-word verbs as an idiomatic unit for the purpose of testing without differentiating phrasal verbs from prepositional verbs; (c) They had an inclination to overgeneralize the grammaticality of phrasal verbs that have a pronoun as their object to prepositional verbs. The results above illustrate the fact that middle school students do not have the cognitive capability of differentiating phrasal verbs from prepositional verbs. It seems reasonable that this is not due to a pedagogical methodological problem but due to a pedagogical developmental problem caused by a unique circumstance in Korea.
Given all the linguistic theories, surveys, and questionnaires which were addressed here so far, this study concludes that we need an adjustment to the input of multi-word verbs in middle school English textbooks for an effective pedagogical accomplishment. To put it more concretely, it is desirable to have input of "unseparated" phrasal verbs and prepositional verbs at middle school level and to have input of "separated" phrasal verbs, "unseparated" phrasal verbs and prepositional verbs at high school level.
，韩语论文题目，韩语论文范文 |
