The Dimensions of Verbs of Saying Based on Rasch Modeling and Corpus Analysis
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The purpose of this study is to investigate if there are any hierarchies of difficulty in the learnability of verbs of saying on the basis of Rasch modeling and, if any, to examine what may cause the difficulty hierarchies, using corpus analysis. As noted by Van Valin and LaPolla (1997), such verbs of saying as speak, say, talk and tell can be covered by their shared semantic decomposition which represents expressing something to someone in some language. Although those verbs have parts of their meaning in common, they are different from one another in their syntactic behaviors and semantic selectional restrictions. This research analyzes 121 high school students' acceptability judgements of 24 sentences in which the verbs of saying occur in different syntactic or semantic environments. Then the paper puts forward the reasons of difficult items with respect to corpus analysis and provides educational implications on how to teach those verbs. With respect to item difficulty, this study has found that the verb speak is unmarked and, accordingly, the easiest item, on the one hand, and the verb talk is more difficult than the verb speak, on the other. Regarding educational implications, it has produced a diagram which summarizes the similarities and differences of the verbs of saying.
Abstract
The purpose of this study is to investigate if there are any hierarchies of difficulty in the learnability of verbs of saying on the basis of Rasch modeling and, if any, to examine what may cause the difficulty hierarchies, using corpus analysis. As noted by Van Valin and LaPolla (1997), such verbs of saying as speak, say, talk and tell can be covered by their shared semantic decomposition which represents expressing something to someone in some language. Although those verbs have parts of their meaning in common, they are different from one another in their syntactic behaviors and semantic selectional restrictions. This research analyzes 121 high school students' acceptability judgements of 24 sentences in which the verbs of saying occur in different syntactic or semantic environments. Then the paper puts forward the reasons of difficult items with respect to corpus analysis and provides educational implications on how to teach those verbs. With respect to item difficulty, this study has found that the verb speak is unmarked and, accordingly, the easiest item, on the one hand, and the verb talk is more difficult than the verb speak, on the other. Regarding educational implications, it has produced a diagram which summarizes the similarities and differences of the verbs of saying.
참고문헌 (16)
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