한국 대학생의 영어 숙달도가 다어 동사 사용에 미치는 영향
The effect of Korean college students' English proficiency on their use of multi-word verbs
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This paper examines relationship of Korean college students' English proficiency and their use of multi-word verbs. 120 Korean EFL learners at the college level participated in the study. A 20-item multi-word verb test was administered to evaluate their receptive and productive knowledge in the multi-word verbs. The participants' TOEIC scores were used as their English proficiency level. The results of the study revealed that there was a significant relationship between English proficiency and performance on the multi-word verb test. But their multi-word verb performance was very low (mean score 48.57), which probably resulted from the interaction of two factors, semantic transparency and familiarity. Some semantically opaque verbs such as 'look after' were more familiar to the students than others such as 'wait on'. The familiarity led to higher performance. The results from error analysis of multi-word verb sentences produced by the students show that errors were caused by students' lack of knowledge on semantic and grammatical structures of multi-word verbs. It is suggested that explicit instruction on multi-word verbs will improve EFL learners' accurate and appropriate use of multi-word verbs and ultimately enhance their English proficiency.
Abstract
This paper examines relationship of Korean college students' English proficiency and their use of multi-word verbs. 120 Korean EFL learners at the college level participated in the study. A 20-item multi-word verb test was administered to evaluate their receptive and productive knowledge in the multi-word verbs. The participants' TOEIC scores were used as their English proficiency level. The results of the study revealed that there was a significant relationship between English proficiency and performance on the multi-word verb test. But their multi-word verb performance was very low (mean score 48.57), which probably resulted from the interaction of two factors, semantic transparency and familiarity. Some semantically opaque verbs such as 'look after' were more familiar to the students than others such as 'wait on'. The familiarity led to higher performance. The results from error analysis of multi-word verb sentences produced by the students show that errors were caused by students' lack of knowledge on semantic and grammatical structures of multi-word verbs. It is suggested that explicit instruction on multi-word verbs will improve EFL learners' accurate and appropriate use of multi-word verbs and ultimately enhance their English proficiency.
참고문헌 (28)
- 김은일, "중？고등학교 교과서에 사용된 구동사의 인지언어학적분석: 효율적인 학습을 위하여", 언어과학, 9(1), pp.2~21 (2002), 한국언어과학회
- 신명신, "영어 다어 동사 교수의 문제와 제안", 영어학, 8(2), pp.179~206 (2008), 한국영어학회
- 유태하, "말뭉치를 통한 한국대학생의 전치사 동사 사용분석", 영어교육, 65(4), pp.403~424 (2010), 한국영어교육학회
- 현완송, "다어동사에 대한 고찰: 구동사를 중심으로", 영어어문교육, 15(1), pp.391~408 (2009), 한국영어어문교육학회
- Biber, D., "Longman grammar of spoken and written English" (1999), Pearson Education Limited
- Brown, H. D., "Principle of language learning and teaching(3rd ed.)" (2007), Prentice-Hall
- Carter, R., "Vocabulary and language teaching" (1988), Longman
- Carter, R., "Cambridge grammar of English" (2006), Cambridge University Press
- EFL teacher's course(2nd ed.), "The grammar book : An ESL", pp.1999, Celce-Murcia, M.
- Darwin, C., "Going after the phrasal verb : An alternative approach to classification", TESOL Quarterly, 33(1), pp.65~83 (1999)
- Decarrico, J. S., "Teaching English as a second or foreign language", pp.285~299 (2001), Heinle & Heinle
- Ellis, N. C., "Vocabulary: Description, acquisition and pedagogy", pp.122~139 (1997), Cambridge University Press
- Fan, M., "How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners", RELC Journal, 31(2), pp.105~119 (2000)
- Hill, J., "Teaching collocation: Further development in the lexical approach", pp.47~69 (2000), Language Teaching Publications
- 고명희, "Korean University Student Use of Phrasal and One-Word Verbs and Concordance-Based Learning.", 응용언어학, 21(2), pp.19~40 (2005), 한국응용언어학회
- Lewis, M., "Second language vocabulary acquisition", pp.255~270 (1997), Cambridge University Press
- Lewis, M., "Teaching collocation : Further developments in the lexical approach" (2000), Language Teaching Publications
- Liao, Y., "Avoidance of phrasal verbs : The case of Chinese learners of English", Language Learning, 54, pp.193~226 (2004)
- McCarthy, M., "English phrasal verbs in use" (2004), Cambridge University Press
- Melka, F., "Vocabulary: Description, acquisition and pedagogy", pp.122~139 (1997), Cambridge University Press
- Nation, P., "Learning vocabulary in another language" (2001), Cambridge University Press
- Nattinger, J. R., "Lexical phrases and language teaching" (1992), Oxford University Press
- Read, J., "Assessing vocabulary" (2000), Cambridge University Press
- Schmitt, N., "Vocabulary in language teaching" (2000), Cambridge University Press
- Side, R., "Phrasal verbs : Sorting them out", ELT Journal, 44(2), pp.144~152 (1990)
- 원명옥, "Korean University Students` Knowledge in English Phrasal Verbs.", 영어교육연구, 16(1), pp.79~108 (2004), 팬코리아영어교육학회
- 육청민, "Factors Influencing ESL Learners’ Use of English Phrasal Verbs", 영어어문교육, 17(4), pp.273~291 (2011), 한국영어어문교육학회
- You, Yousoon., "Avoidance phenomena of phrasal verbs by Korean learners of English", English Teaching, 54(3), pp.135~155 (1999)