A Study of Uzbek EFL Learners’ Knowledge on Implicativeness and Non-implicativeness of Manipulative Verbs
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This study aims to explore the perceptions of Uzbek learners of English regarding two semantic categories: implicativeness and non-implicativeness, as manifested in a limited set of verbs. A total of 148 Uzbek students in a university in Uzbekistan participated, responding to a 23-item instrument that required students to determine whether or not each verb conveyed an implicative meaning. Their responses were analyzed with the application Winsteps 3, a Rasch model analysis software. The findings revealed a clear hierarchical order of item difficulty, ranging from very easy, easy, difficult, and very difficult, providing some evidence for semantic meanings of verbs. The implications of this study suggest that the semantic meanings of both types of verbs should be incorporated into grammar instruction.
Abstract
This study aims to explore the perceptions of Uzbek learners of English regarding two semantic categories: implicativeness and non-implicativeness, as manifested in a limited set of verbs. A total of 148 Uzbek students in a university in Uzbekistan participated, responding to a 23-item instrument that required students to determine whether or not each verb conveyed an implicative meaning. Their responses were analyzed with the application Winsteps 3, a Rasch model analysis software. The findings revealed a clear hierarchical order of item difficulty, ranging from very easy, easy, difficult, and very difficult, providing some evidence for semantic meanings of verbs. The implications of this study suggest that the semantic meanings of both types of verbs should be incorporated into grammar instruction.