한국영어학습자들의 구동사, 전치사 동사 사용분석
An analysis of the use of phrasal verbs and prepositional verbs by Korean EFL learners
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초록
The aim of this study is analysing the understanding of transitive phrasal verbs and type 1 prepositional verbs of Korean university EFL learners. For this purpose, this study investigated how learners actually employ them in their written texts and how often they incorrectly use them. In the level of frequency, leaners used type 1 prepositional verbs more frequently than transitive phrasal verbs, which means they are less familiar with the semantic and syntactic characteristics of transitive phrasal verbs. However, learners produced type 1 prepositional verbs as well as transitive phrasal verbs incorrectly. The results showed that the particle omission category had the highest percentage of errors found, followed by the collocation error category for both. The findings support the conclusion of researches that EFL learners have difficulties in understanding and using multi-word verbs. It thus seems necessary for teachers to design more effective ways to draw learners’ attention to the multi-word verbs and help learners develop them.
Abstract
The aim of this study is analysing the understanding of transitive phrasal verbs and type 1 prepositional verbs of Korean university EFL learners. For this purpose, this study investigated how learners actually employ them in their written texts and how often they incorrectly use them. In the level of frequency, leaners used type 1 prepositional verbs more frequently than transitive phrasal verbs, which means they are less familiar with the semantic and syntactic characteristics of transitive phrasal verbs. However, learners produced type 1 prepositional verbs as well as transitive phrasal verbs incorrectly. The results showed that the particle omission category had the highest percentage of errors found, followed by the collocation error category for both. The findings support the conclusion of researches that EFL learners have difficulties in understanding and using multi-word verbs. It thus seems necessary for teachers to design more effective ways to draw learners’ attention to the multi-word verbs and help learners develop them.
참고문헌 (16)
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