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Avoidance of Using Multi-Word Verbs: The Case of Turkish Learners of English

Year 2018, Issue: 46, 74 - 94, 19.04.2018
https://doi.org/10.21764/maeuefd.347972

Abstract

In
English, formulaic language is one of the most difficult fields to learn and
teach. Multi-word verbs are a type of formulaic language as a problematic area
in lexical knowledge of second language teaching. The usage of these verbs are
considerably common in the sense of native speakers of English and high-level
of L2 speakers. From this perspective, these are the verbs which should be
instructed to the learners from the beginning of ELT. Especially, in languages
such as Turkish in which verb + particle combinations are hardly found,
teaching these verbs should be considered as a master ability. For this reason,
the main aim of this study is to identify multi-word verbs and the avoidance of
using them. In this respect, common teaching ways of multi-word verbs may not
be fruitful in lexical teaching environment. Finally, in this study, since
multi-word verbs have a complex character, their cognitive perspective,
different meanings inside, semantic knowledge and avoidance of using them are
clarified in this study with regards to Turkish learners of English.




References

  • Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow: Longman.
  • Chen, X., & Smakman, D. (2016). Avoidance of phrasal verbs by learners of English: definitional and methodological issues. 40-48. Retrieved from: https://openaccess.leidenuniv.nl/bitstream/handle/1887/38548/05.pdf?sequence=1 on 10.12.2016
  • Cowie, A. P. (1998). Introduction. In A. P. Cowie (Ed.), Phraseology: Theory, analysis, and applications (pp. 1–20).Oxford: Oxford University Press.
  • Dagut, M., & Laufer, B. (1985). Avoidance of phrasal verbs: A case for contrastive analysis. Studies in Second Language Acquisition, 7, 73–79.
  • Darwin, C. M., & Gray, L. S. (1999). Going after the phrasal verbs: An alternative approach to classification. TESOL Quarterly, 33, 65–83.
  • El-Dakhs, D. A. S. (2016). The lexical knowledge and avoidance of phrasal verbs: The case of Egyptian learners of English. International Journal of Applied Linguistics and English Literature, 5(1), 132-144.
  • Erman, B. & B. Warren. 2000. ‘The idiom principle and the open choice principle,’ Text 20/1: 29–62.
  • Gardner, D., & Davies, M. (2007). Pointing out frequent phrasal verbs: A corpus-based analysis. TESOL Quarterly, 41, 339–359.
  • Garnier, M., & Schmitt, N. (2015). The PHaVE List: A pedagogical list of phrasal verbs and their most frequent meaning senses. Language Teaching Research, 19(6), 645-666.
  • Granger, S. (1998). Prefabricated patterns in advanced EFL writing: collocations and formulae. In Cowie, A.P. (ed.), Phraseology: Theory, Analysis, and Applications. pp. 79-100. Oxford: Oxford University Press.
  • Hornby.A. (2004), Oxford Advanced Learner’s Dictionary- Oxford University Press.
  • Hulstijn, J. H., & Marchena, E. (1989). Avoidance: Grammatical or semantic causes? Studies in Second Language Acquisition, 11, 241–255.
  • Kamarudin, R. (2013). A study on the use of phrasal verbs by Malaysian learners of English. Unpublished PhD dissertation at the University of Birmingham, UK.
  • Kamimoto, T., Shimura, A., & Kellerman, E. (1992). A second language classic reconsidered—the case of Schachter’s avoidance. Second Language Research, 8,251-277.
  • Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27, 93–107.
  • Kleinmann, H. H. (1978). The strategy of avoidance in adult second language acquisition. In W. C. Ritchie (Ed.), Second language acquisition research: Issues and implications (pp. 157–174). New York: Academic Press.
  • Laufer, B., & Eliasson, S. (1993). What causes avoidance in L2 learning: L1- L2 difference, L1-L2 similarity, or L2 complexity? Studies in Second Language Acquisition, 15, 35–48.
  • Laufer, B. (2000). Avoidance of idioms in a second language: The effect of L1- L2 degree of similarity. Studia Linguistica 54: 186-196.
  • Lewis, M. 1993. The lexical approach. Language Teaching Publications.
  • Liao, Y. & Fukuya Y.J. 2004. “Avoidance of phrasal verbs: the case of Chinese learners of English.” Language Learning, 54 (2): 193-226.
  • Minalla, A.A. (2017). Sudanese efl undergraduates` challenges towards understanding idiomatic english phrasal verbs. International Journal of Recent Scientific Research, 8/9, 19990-19994.
  • Nattinger, J. R., & DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press.
  • Pawley, A. & F. H. Syder. (1983). ‘Two puzzles for linguistic theory: nativelike selection and nativelike fluency’ in J. C. Richards and R.W. Schmidt (eds): Language and Communication. Longman, pp. 191–225.
  • Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of English language. New York: Longman.
  • Schachter, J. (1974). An error in error analysis. Language Learning, 24, 205–214.
  • Schmitt, N. & R. Carter. (2004). ‘Formulaic sequences in action: An introduction’ in N. Schmitt (ed.): Formulaic Sequences. John Benjamins, pp. 1–22.
  • Schmitt, N., & Redwood, S. (2011). Learner knowledge of phrasal verbs: A corpus-informed study. In: F. Meunier, S. de Cock, G. Gilquin, & M. Paquot (Eds.), A taste for corpora. Amsterdam: John Benjamins.
  • Siyanova, A., & Schmitt, N. (2007). Native and nonnative use of multi-word vs. one-word verbs. International Review of Applied Linguistics, 45, 109–139.
  • You, Y. (1999). Avoidance phenomena of phrasal verbs by Korean learners of English. English Teaching, 54(3), 135- 155.

İngilizce Öğrenen Türk Öğrencilerin Öbeksi Eylemlerin Kullanımından Kaçınma Davranışları

Year 2018, Issue: 46, 74 - 94, 19.04.2018
https://doi.org/10.21764/maeuefd.347972

Abstract

İngilizce’de
formülsel dil, öğretilmesi ve öğrenilmesi en zor alanlardan biridir. Öbeksi
eylemler, ikinci dil öğretiminde, sözcüksel bilgi alanında tartışmalı bir
alanda formülsel dilin bir parçası olarak karşımıza çıkmaktadır. Bu eylemlerin
kullanımı, anadili İngilizce olan bireyler ve yüksek düzeyli ikinci dil
konuşucuları açısından oldukça yaygındır. Bu açıdan, bu eylemler, İngilizce
dili öğretiminin ilk basamağından itibaren öğrencilere öğretilmelidir.
Özellikle, eylem+ilgeç yapısının neredeyse hiç yer almadığı Türkçe gibi
dillerde, bu eylemlerin öğretimi büyük bir ustalık ve beceri gerektirmektedir.
Bu nedenle, bu çalışmanın temel amacı, 
öbeksi eylemleri ve bu eylemlerin kullanımından kaçınma olgusunu
tanımlamaktır. Bu bağlamda, öbeksi eylemler için kullanılan yaygın öğretim
yolları sözcüksel öğretim doğasında fazla verimli olmayabilir. Sonuç olarak, bu
çalışmada, karmaşık bir yapıya sahip olmalarından dolayı, bu eylemlerin bilişsel
yönleri, içerdikleri farklı anlamlar, anlam bilgileri ve kullanımlarından
kaçınma durumları İngilizce öğrenmekte olan Türk öğrenciler açısından
açıklanmaktadır. 

References

  • Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow: Longman.
  • Chen, X., & Smakman, D. (2016). Avoidance of phrasal verbs by learners of English: definitional and methodological issues. 40-48. Retrieved from: https://openaccess.leidenuniv.nl/bitstream/handle/1887/38548/05.pdf?sequence=1 on 10.12.2016
  • Cowie, A. P. (1998). Introduction. In A. P. Cowie (Ed.), Phraseology: Theory, analysis, and applications (pp. 1–20).Oxford: Oxford University Press.
  • Dagut, M., & Laufer, B. (1985). Avoidance of phrasal verbs: A case for contrastive analysis. Studies in Second Language Acquisition, 7, 73–79.
  • Darwin, C. M., & Gray, L. S. (1999). Going after the phrasal verbs: An alternative approach to classification. TESOL Quarterly, 33, 65–83.
  • El-Dakhs, D. A. S. (2016). The lexical knowledge and avoidance of phrasal verbs: The case of Egyptian learners of English. International Journal of Applied Linguistics and English Literature, 5(1), 132-144.
  • Erman, B. & B. Warren. 2000. ‘The idiom principle and the open choice principle,’ Text 20/1: 29–62.
  • Gardner, D., & Davies, M. (2007). Pointing out frequent phrasal verbs: A corpus-based analysis. TESOL Quarterly, 41, 339–359.
  • Garnier, M., & Schmitt, N. (2015). The PHaVE List: A pedagogical list of phrasal verbs and their most frequent meaning senses. Language Teaching Research, 19(6), 645-666.
  • Granger, S. (1998). Prefabricated patterns in advanced EFL writing: collocations and formulae. In Cowie, A.P. (ed.), Phraseology: Theory, Analysis, and Applications. pp. 79-100. Oxford: Oxford University Press.
  • Hornby.A. (2004), Oxford Advanced Learner’s Dictionary- Oxford University Press.
  • Hulstijn, J. H., & Marchena, E. (1989). Avoidance: Grammatical or semantic causes? Studies in Second Language Acquisition, 11, 241–255.
  • Kamarudin, R. (2013). A study on the use of phrasal verbs by Malaysian learners of English. Unpublished PhD dissertation at the University of Birmingham, UK.
  • Kamimoto, T., Shimura, A., & Kellerman, E. (1992). A second language classic reconsidered—the case of Schachter’s avoidance. Second Language Research, 8,251-277.
  • Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27, 93–107.
  • Kleinmann, H. H. (1978). The strategy of avoidance in adult second language acquisition. In W. C. Ritchie (Ed.), Second language acquisition research: Issues and implications (pp. 157–174). New York: Academic Press.
  • Laufer, B., & Eliasson, S. (1993). What causes avoidance in L2 learning: L1- L2 difference, L1-L2 similarity, or L2 complexity? Studies in Second Language Acquisition, 15, 35–48.
  • Laufer, B. (2000). Avoidance of idioms in a second language: The effect of L1- L2 degree of similarity. Studia Linguistica 54: 186-196.
  • Lewis, M. 1993. The lexical approach. Language Teaching Publications.
  • Liao, Y. & Fukuya Y.J. 2004. “Avoidance of phrasal verbs: the case of Chinese learners of English.” Language Learning, 54 (2): 193-226.
  • Minalla, A.A. (2017). Sudanese efl undergraduates` challenges towards understanding idiomatic english phrasal verbs. International Journal of Recent Scientific Research, 8/9, 19990-19994.
  • Nattinger, J. R., & DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press.
  • Pawley, A. & F. H. Syder. (1983). ‘Two puzzles for linguistic theory: nativelike selection and nativelike fluency’ in J. C. Richards and R.W. Schmidt (eds): Language and Communication. Longman, pp. 191–225.
  • Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of English language. New York: Longman.
  • Schachter, J. (1974). An error in error analysis. Language Learning, 24, 205–214.
  • Schmitt, N. & R. Carter. (2004). ‘Formulaic sequences in action: An introduction’ in N. Schmitt (ed.): Formulaic Sequences. John Benjamins, pp. 1–22.
  • Schmitt, N., & Redwood, S. (2011). Learner knowledge of phrasal verbs: A corpus-informed study. In: F. Meunier, S. de Cock, G. Gilquin, & M. Paquot (Eds.), A taste for corpora. Amsterdam: John Benjamins.
  • Siyanova, A., & Schmitt, N. (2007). Native and nonnative use of multi-word vs. one-word verbs. International Review of Applied Linguistics, 45, 109–139.
  • You, Y. (1999). Avoidance phenomena of phrasal verbs by Korean learners of English. English Teaching, 54(3), 135- 155.
There are 29 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Fatma Demiray Akbulut

Publication Date April 19, 2018
Submission Date October 31, 2017
Published in Issue Year 2018 Issue: 46

Cite

APA Demiray Akbulut, F. (2018). Avoidance of Using Multi-Word Verbs: The Case of Turkish Learners of English. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(46), 74-94. https://doi.org/10.21764/maeuefd.347972