An Analysis of Semantic Knowledge of L2 Adult Learners of English Concerning Implicative/ Non-implicative Verbs
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This study attempts to investigate perceptions of non-native speakers of English on two semantic categories of implicativeness and non-implicativeness manifested in a limited number of verbs. The 54 preservice and inservice teachers of English responded to a 23-item instrument that asked the respondents to choose if each verb had an implicative meaning or not. Their answers to the instrument were submitted to SPSS 18 and then transported to Winstep 3, a Rasch model analysis software. The results indicated that there exists some hierarchical order of difficulty, that is, from easy to medium difficult and to highly difficult on a continuum. The implications of this study included that the semantic meanings of the two types of verbs should be either deductively or inductively taught as part of grammar instruction.
Abstract
This study attempts to investigate perceptions of non-native speakers of English on two semantic categories of implicativeness and non-implicativeness manifested in a limited number of verbs. The 54 preservice and inservice teachers of English responded to a 23-item instrument that asked the respondents to choose if each verb had an implicative meaning or not. Their answers to the instrument were submitted to SPSS 18 and then transported to Winstep 3, a Rasch model analysis software. The results indicated that there exists some hierarchical order of difficulty, that is, from easy to medium difficult and to highly difficult on a continuum. The implications of this study included that the semantic meanings of the two types of verbs should be either deductively or inductively taught as part of grammar instruction.
참고문헌 (15)
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