How to Use Semantic Features in Teaching (Non-) Factive Verbs
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The purpose of this study is to find out what kinds of verbs learners found most difficult to use precisely among factive and non-factive verbs and to suggest teaching strategies that will help them to use those confusing verbs correctly. In this study, nine semantically confusing verbs, ‘point out’ and ‘say’, ‘show’ and ‘suggest’, ‘claim’, ‘insist’ and ‘argue’ and ‘doubt’ and ‘suggest’ were selected among factive and non-factive verbs. The findings of the study and the implications are the following: 1) Between factive and non-factive verbs, participants were poor at distinguishing non-factive verbs ‘suggest’ and ‘say’. When teaching these verbs, it should be emphasized that they cannot take clauses which prove to be true but clauses which are based on one’s belief. 2) Between non-factive verbs ‘claim’ and ‘insist’, subjects found ‘claim’ more difficult to use correctly. When teaching about this verb, the focus should be on its [NON-EVIDENT] element. 3) Between non-factive verbs ‘suspect’ and ‘doubt’, participants considered ‘suspect’ more challenging to use precisely. When teaching about the verb, a [believe] element should be considered.
Abstract
The purpose of this study is to find out what kinds of verbs learners found most difficult to use precisely among factive and non-factive verbs and to suggest teaching strategies that will help them to use those confusing verbs correctly. In this study, nine semantically confusing verbs, ‘point out’ and ‘say’, ‘show’ and ‘suggest’, ‘claim’, ‘insist’ and ‘argue’ and ‘doubt’ and ‘suggest’ were selected among factive and non-factive verbs. The findings of the study and the implications are the following: 1) Between factive and non-factive verbs, participants were poor at distinguishing non-factive verbs ‘suggest’ and ‘say’. When teaching these verbs, it should be emphasized that they cannot take clauses which prove to be true but clauses which are based on one’s belief. 2) Between non-factive verbs ‘claim’ and ‘insist’, subjects found ‘claim’ more difficult to use correctly. When teaching about this verb, the focus should be on its [NON-EVIDENT] element. 3) Between non-factive verbs ‘suspect’ and ‘doubt’, participants considered ‘suspect’ more challenging to use precisely. When teaching about the verb, a [believe] element should be considered.
참고문헌 (10)
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