Underuse of English verb–particle constructions in an L2 learner corpus: Focus on structural patterns and one-word preference

Sung, Min-Chang

doi:10.1515/cllt-2017-0002

Cited by 7 publications

(3 citation statements)

References 26 publications

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“…Acquire a comprehensive understanding of newly introduced vocabulary and its corresponding verb conjugations (Suhrob & Vasila, 2022). To facilitate the mastery of irregular verbs for future students, it is advisable to commence their learning right from the outset (Sung, 2020). When someone acquires a new verb, they should familiarize themselves with its conjugations.…”

Section: Level Of Grammaticalmentioning

confidence: 99%

Grammatical Competence of UM Digos College English Language Learners

Jovel Bea,

Jamillah Aprille,

Jamie Carylle

et al. 2024

Ijirme

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The primary objective of teaching grammar is to equip students with an understanding of the structural aspects of language, enabling them to effectively comprehend, communicate, and articulate themselves through listening, speaking, reading, and writing. This study aims to determine the impact on grammatical proficiency by scrutinizing the different parts of grammar, such as nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections, in the essays submitted by 39 third-year BSED English students at UMDC. Moreover, the tool employed is the Grammarly application, which incorporates Grammarly functionality. Based on the findings, it is evident that language learners had experienced significant challenges with a diverse set of grammatical structures, such as nouns, verbs, and adjectives, which are areas where students frequently make mistakes. Language educators are thus faced with employing inventive and pioneering methods to teach grammar to accomplish this objective effectively. Regardless of the activities assigned, the teacher needs to offer students the chance to generate grammatical structures using accurate examples of sentences that are syntactically and semantically acceptable and include suitable and relevant terminology.

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Section: Level Of Grammaticalmentioning

confidence: 99%

Grammatical Competence of UM Digos College English Language Learners

Jovel Bea,

Jamillah Aprille,

Jamie Carylle

et al. 2024

Ijirme

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“…In this context, there are three main reasons given for possible avoidance: "(a) L1-L2 difference, (b) L1-L2 idiomatic similarity, and (c) inherent L2 complexity (Liao & Fukuya, 2004). Sung (2020) examined the fact that if a student finds a particular construction in the target language difficult to comprehend such as discontinuous transitive PVs, it is very likely that he will try to avoid producing it. Alshayban, (2022) noted that Arabic lacks multi-word verbs and differs structurally from English, and Thyab (2019) and Wasserstein & Lipka, (2019) stated that multi-word verbs complicate English language learning process for Arabic learners.…”

Section: Multi-word Verbs Between Avoidance and Preferencementioning

confidence: 99%

Multi-Word Verbs vs. One-Word Verb Construction: Between Avoidance and Preference in EFL Learning Contexts

Minalla

2024

WJEL

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Although English allows for both one-word and multi-word verbs, past research has shown that EFL students commonly struggle with, and even avoid, multi-word verbs. This study aims at examining the influence of utilizing contextualized authentic materials via reading activities on EFL intermediate learners' attitudes towards avoiding and preferring using MWV (multi-word verbs, also known as phrasal verbs (PV)) or one-word verbs. The study used both experimental and descriptive methods, and data was collected via pre- and post-tests. MWVs are introduced through reading activities to two learning groups: group A represents the experimental group, and group B acts as the control group. MWVs were introduced to the participants of group A via contextualized authentic materials (texts, pictures, and cartoons) and to group B through non-authentic contextualized reading texts. The analyzed data has shown that the attitudes of group A’s participants improve towards using some MWVs' types on many occasions rather than utilizing their counterparts of one-word verbs. For example, they prefer using transparent and semi-transparent prepositional PVs as well as transparent adverbial PVs. On the other hand, the findings have shown that the participants avoid using non-transparent PVs regardless of their constructions (prepositional PVs, adverbial PVs, or phrasal prepositional verbs). In addition, they avoid using adverbial PVs of the semi-transparent PV’s types. Hence, contextualized authentic material via reading activities is a more effective strategy for enhancing EFL learners' attitudes towards preferring using MWVs rather than their counterparts of one-word verbs, specifically the transparent prepositional and adverbial of PV’s types.

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“…However, phrasal verbs are notoriously difficult for L2 learners to acquire, even for advanced learners (Mitchell, 2018), and, as such, have been recently investigated in instructed L2 studies (e.g., Lee and Levine, 2018). Their difficulty, which stems from syntactic, semantic, and pragmatic considerations (Larsen-Freeman and Celce-Murcia, 2015), is such that learners avoid using phrasal verbs (Liao and Fukuya, 2004), or underuse them (Sung, 2017). From a syntactic point of view, for instance, the placement of the particle in phrasal verbs is problematic for learners, as phrasal verbs can be transitive and intransitive at the same time, and particles can be separated from their verbs by different elements, such as pronouns and adverbs, as in (1) and (2), respectively (Schmitt and Redwood, 2011).…”

Section: Linguistic Targetmentioning

confidence: 99%

The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL

Ruíz

Rebuschat

Meurers

2019

Language Teaching Research

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The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read and completed automatically-generated multiple-choice gaps where phrasal verbs appeared in the text, while learners in the meaning-focused condition simply read and did not complete any gaps. Mixed-effects regression analyses showed that working memory was associated with vocabulary acquisition and that this association depended on the instructional context, with working memory being predictive of learning only in the form-focused condition, suggesting an aptitude-treatment interaction. Furthermore, declarative memory abilities were related to learning only as measured by the Continuous Visual Memory Task, and the relationship was not moderated by instructional condition. Overall, the study contributes to accounting for variability in second language learning in general, as well as in instructional contexts supported by intelligent CALL.

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Underuse of English verb–particle constructions in an L2 learner corpus: Focus on structural patterns and one-word preference

Cited by 7 publications

References 26 publications

Grammatical Competence of UM Digos College English Language Learners

Grammatical Competence of UM Digos College English Language Learners

Multi-Word Verbs vs. One-Word Verb Construction: Between Avoidance and Preference in EFL Learning Contexts

The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL

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