Avoidance through the Application of a Developmental Perspective
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초록
The purpose of this study was to provide a more holistic understanding of phrasal verb avoidance through the application of a developmental perspective. Thirty-two participants, each having an L1 that lacks the phrasal verb, were given a recall test. This test had both a separable (n=10) and inseparable (n=10) phrasal verb section, each of which was further subdivided into figurative (n=7) and literal (n=3) phrasal verb sections. After the test was administered, each student’s developmental level was rated using the ACTFL writing scale. A paired samples T-test was then used to determine if separable phrasal verbs were avoided more than inseparable ones, and differences in phrasal verb use were analyzed for each developmental level and phrasal verb type. Results revealed that separable phrasal verbs are avoided more than their inseparable counterparts. Further, separable phrasal verb avoidance does not gradually decrease as students gain more proficiency, but decreases significantly in the late intermediate to early advanced stages, suggesting a developmental cause for the avoidance. Finally, although figurative phrasal verbs are avoided more than literal phrasal verbs at each stage of development, both of these phrasal verb types develop in similar ways that are dependent upon the separable/inseparable attribute. The study suggests that, in addition to L1 influences of phrasal verb avoidance, developmental causes be considered when designing input or explicit instruction with phrasal verbs.
Abstract
The purpose of this study was to provide a more holistic understanding of phrasal verb avoidance through the application of a developmental perspective. Thirty-two participants, each having an L1 that lacks the phrasal verb, were given a recall test. This test had both a separable (n=10) and inseparable (n=10) phrasal verb section, each of which was further subdivided into figurative (n=7) and literal (n=3) phrasal verb sections. After the test was administered, each student’s developmental level was rated using the ACTFL writing scale. A paired samples T-test was then used to determine if separable phrasal verbs were avoided more than inseparable ones, and differences in phrasal verb use were analyzed for each developmental level and phrasal verb type. Results revealed that separable phrasal verbs are avoided more than their inseparable counterparts. Further, separable phrasal verb avoidance does not gradually decrease as students gain more proficiency, but decreases significantly in the late intermediate to early advanced stages, suggesting a developmental cause for the avoidance. Finally, although figurative phrasal verbs are avoided more than literal phrasal verbs at each stage of development, both of these phrasal verb types develop in similar ways that are dependent upon the separable/inseparable attribute. The study suggests that, in addition to L1 influences of phrasal verb avoidance, developmental causes be considered when designing input or explicit instruction with phrasal verbs.
참고문헌 (19)
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