영어 다중어동사 입력자료의 적절성: 구동사의 어순을 중심으로
The appropriateness of input of multi-word verbs: Word order of phrasal verbs.
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The purpose of this paper is to suggest a better input sequence for multi-word verbs in secondary school textbooks. Some linguistic and pedagogical issues about multi-word verbs were reviewed. The resources led us to the argument that the separability of phrasal verbs, which are a part of multi-word verbs, is a problematic concept to internalize for EFL learners. Questionnaires about the grammaticality of phrasal verbs were conducted on 100 advanced 3rd grade students in a middle school. The results proved that learners did not grasp the grammatical distribution of phrasal verbs and they showed a strong inclination to memorize multi-word verbs just for exams. This resulted regardless of the grammaticality and dependence on their semantic consideration. Some L2 acquisition theories suggest that ESL/EFL learners internalize ‘separated’ phrasal verbs after acquiring ‘unseparated’ phrasal verbs, and that prepositional verbs and separable phrasal verbs be taught only after students gain the intellectual capacity to retain more than 2000 vocabulary words. Accordingly the present study proposes that the separability of phrasal verbs be first presented as a learning point in high school 1st grade textbooks.
Abstract
The purpose of this paper is to suggest a better input sequence for multi-word verbs in secondary school textbooks. Some linguistic and pedagogical issues about multi-word verbs were reviewed. The resources led us to the argument that the separability of phrasal verbs, which are a part of multi-word verbs, is a problematic concept to internalize for EFL learners. Questionnaires about the grammaticality of phrasal verbs were conducted on 100 advanced 3rd grade students in a middle school. The results proved that learners did not grasp the grammatical distribution of phrasal verbs and they showed a strong inclination to memorize multi-word verbs just for exams. This resulted regardless of the grammaticality and dependence on their semantic consideration. Some L2 acquisition theories suggest that ESL/EFL learners internalize ‘separated’ phrasal verbs after acquiring ‘unseparated’ phrasal verbs, and that prepositional verbs and separable phrasal verbs be taught only after students gain the intellectual capacity to retain more than 2000 vocabulary words. Accordingly the present study proposes that the separability of phrasal verbs be first presented as a learning point in high school 1st grade textbooks.
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