Multi-word verbs in senior high school academic papers: A pedagogical perspective

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ID: 286070
2022
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Abstract
Quirk et. al (1985) defined multi-word verbs as “a verb followed by a morphologically invariable particle, which functions with the verb as a single grammatical unit”. There are three kinds of multi-word verbs- phrasal verbs (take off, clean up, get over), prepositional verbs (look for, base on, remind her), and phrasal-prepositional verbs (come up with, look forward to, get on with). Furthermore, multi-word verbs can be classified according to their separability (separable or non-separable), passivity (active or passive voice), and idiomaticity (free combination, semi-idiomatic, and highly idiomatic). Siyanova and Schmitt (2007) pointed out due to different possible combinations of verbs, adverbs, and particles, multi-word verbs seem to be one of the toughest lexical items that ESL learners need to learn and master. A survey of textbooks used by high school students reveal that multi-word verbs are present and are commonly used by writers. Thus, this gives students a high exposure to these kinds of verb-adverb-particle combinations. However, upon examining the learning competencies in English found in the Curriculum Guide used by English teachers, it was found out that there were separate competencies on verbs and adverbs. However, there was no mention of learning competencies on the combination of verbs, adverbs, and particles in coming up with multi-word verbs. It is in these premises that the researcher decided to explore the perceptions, perspectives, and preferences of language teachers in the use of multi-word verbs in their classroom. Also, the researcher explored how multi-word verbs were used by senior high school students in their academic papers. Lastly, the researcher investigated the innovations on the use of multi-word verbs as found in the learner corpus. Fifty language teachers were asked to answer a 15-item questionnaire (adapted from Karamudin, 2013 & Girgin, 2011) via Google Forms and a Preference Test (adapted from Siyanova & Schmitt, 2007). Then, eight participants were chosen to join a focus group discussion to further talk about the topic. Using a pre-determined list of 69 multi-word verbs, these verb combinations were searched in their finite and non-finite forms with the help of the concordance program Antconc 3.5, which was created by Lawrence Anthony. The results of the search underwent manual weeding to check whether the combination functions as a verb. Results of the questionnaire reveal that language teachers believe that prepositions must be introduced earlier in the English curriculum. They also strongly believe that students are not familiar with the
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Authors Gumangan, Ma. Angelica Anog
Journal Malay Journal
Year 2022
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdm_deal/9
Keywords Keywords not found

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