Academic literature on the topic 'English language – Verb phrase – Study and teaching'

Based on the COCA, this paper investigates valency sentence patterns of the English verb APPOINT from the perspective of syntactic valency. And it analyzes the dominated components of verbs with the corpus linguistic method of collocation. It has been found: (1) The verb APPOINT has seven valency sentence patterns identified in the active sentences and fifteen patterns in the passive sentences. (2) The complement types associated with the verb APPOINT include subject complement, object complement, nominal complement with or without as, verbal complement with an infinitive or with to-be followed by a noun or a noun phrase, prepositional complement with the preposition to, by or for. (3) There is regularity existing in the complements. This present study describes valency sentence patterns of verbs, taking the sentence as the smallest research unit and verbs as the core of the sentence. The research results provide a new sight for second language teaching, especially for English vocabulary teaching.

Not only as a language interference, code switching was able to be used as one of language teaching strategy. This study investigated the types of code switching used by a teacher in language teaching instruction in EFL class of SMA I Negeri Samarinda. As a case study, an English teacher and third grade students of SMA I Negeri Samarinda were the subjects of this study. The data in the form of utterances between a teacher and her students were collected by taping and recording the natural interaction using video cameras and a voice recording. After transcribed and analyzed the data, this study revealed that a teacher practiced five types of code switching in her language teaching practices, they are (1) inter-sentential code switching, which involves a word within a sentence, a verb phrase, a question tag, and an adverb phrase; (2) inter-sentential code switching; (3) emblematic code switching; (4) intra-lexical code switching; and (5) changing pronunciation features. This study found also as new kind of intra sentential which involves an adverb phrase.

Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.

English grammar is how words in the English language are translated into text. This includes the structure of words, phrases, clauses, and phrases, up to and including full-text structure. The main objective of the authors is to discover the difficulties of grammatical structures for students at the Department of Teacher Education. Shikarpur Shaikh Ayaz University. The students of B.Ed. undergraduate level of education department was selected as a data population. The fifty students were randomly selected from the education department. There is quantitative research underway. The researchers used a testing tool for a questionnaire. The student's collected data were analyzed by SPSS-Descriptive statistics. Some of the challenges and problems are facing during the English Grammar lesson of B.Ed. students. The students have used the conditional verb and also the proper use of a phrasal verb that is one of the problems with students. The use of an article is also one of the fundamental problems for undergraduate students. Teachers should make it possible for students to practice these materials either through activity-based teaching or through the CLT method so that they can be more attentive to EFL learning and not focus on translation alone.

English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.

It is one of the goals of research in applied linguistics to gain insight into the process and mechanisms of second language acquisition. The cornerstone and the single most fundamental change in perspective on the nature of language and language learning is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. The present study has two goals. First, it aims at investigating advanced students’ metalinguistic ability in solving multidimensional grammatical problems. Second, it is, also, an attempt to highlight the role of focus on form instructions in shaping L2 learners’ performance. The subjects of the present study were forty Egyptian students who were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. The instrument of this study consisted of (1) pre-test; (2) post-test; and (3) individual interviews. Two tasks were used: (1) “Sentence Completion” task, and (2) “Error Recognition and Correction” task. In the first task, a list of 15 incomplete sentences was given to the subjects who were asked to choose the word or phrase to complete the sentence. The focus, in this task, was on the meaning of the sentence rather than the form, although accurate understanding of the formal properties of language is a must. In the second task, students were asked to detect the word or phrase that must be changed in order for the sentence to be correct. A list of 25 sentences was given to the subjects who worked on this task twice. In the pre-test, no word or phrase was underlined; it is an example of the unfocused correction type. In the post-test, the same sentences were given to the subjects, with four words underlined, and marked (A), (B), (C) and (D). It is an example of the focused correction type. Finally, students were interviewed to explain and comment on their performance in the previous tasks. The data were analyzed both quantitatively and qualitatively. Results were obtained and conclusions were made.It is one of the goals of research in applied linguistics to gain insight into the process and mechanisms of second language acquisition. A correct understanding of these processes and mechanisms is a prerequisite for an adequate didactic approach. Relatedly, Morley (1987) points out that during the last twenty years ideas about language learning and language teaching have been changing in some very fundamental ways. Significant developments in perspectives on the nature of second language learning processes have had a marked effect on language pedagogyThe cornerstone and the single most fundamental change in perspectives on the nature of language and language learning in recent years is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. Accordingly, the focus of second language study has shifted from a prominence of contrastive analysis in the 1940s and 1950s and error analysis in the 60s and 70s to interlanguage analysis in the 70s and 80s. Interlanguage analysis is marked today by “a variety of investigations looking at diverse aspects of learner language” (Morley, 1987: 16). In this connection, Gass (1983: 273) points out that “it is widely accepted that the language of second language learners, what Selinker (1972 has called ‘interlanguage’ or what (Gass, 1983) has called ‘Learner-language’ is a system in its own right.” To understand such a system, we should focus on discovering how second language (L2) learners evaluate and correct their own or other people’s utterances, an issue that will be explored in the present study. In other words, the major point of interest here is L2 learners’ linguistic intuitions and the role of focus on form instruction in making grammaticality judgments.

This research investigates language phenomenon of verb-particle construction with particle off in English. This attempts to describe grammatical construction of verb-particle off. This research was conducted by descriptive-qualitative research method. The implementation of this method was through a number of stage: data gathering, analyzing data, and presenting the result of the data analysis. The stage of analyzing the data was performed by using distributional and identification method with a number of techniques. This study found that verb-particle construction can be distinguished from verb-preposition construction by implementing some of construction alternations, which are (1) noun phrase as object can be put in between the verb and the particle or after the particle; (2) coordinate noun phrase as object with the phrasal verb; (3) moving noun phrase to the left by itself is acceptable if without particle, that this indicate the noun phrase is a unit, but moving the particle and the noun phrase is not acceptable, since they do not form a phrase. The argument structure of verb-particle with off consists of intransitive, transitive, and ditransitive. The argument’s role of verb-particle off can take action as agent, patient, and potential agent.

This study examines the emergence of lower-level ESL sentence processing skills involved in integrating English words into predicate structures on-line. The aim of the present study is to examine how the L1 phrase structure and corresponding L1 word integration skills of ESL learners influence their corresponding ESL sentence processing skills in an on-line English sentence reading task. The study examined the English predicate and verb phrase processing skills of a group of Chinese ESL learners whose language has right-branching L1 verb phrase structures (head-complement word order) and a group of proficiency-matched Korean ESL learners whose native language only allows left-branching L1 verb phrase structures (i.e., complement-head word order). The Chinese ESL group (n = 20) was significantly faster than the Korean ESL group (n = 18) in reading and integrating direct object nouns into English predicate phrase structures, though there were no significant differences comprehending the sentences. In addition, the Chinese ESL group was significantly more accurate in reading and comprehending transitive sentences in which the direct objects had an embedded relative clause. The results suggest that L1 word integration skills influence and shape the emergence of on-line ESL word integration

This research was carried out the syntactic interference from English to Indonesian language made by English native speakers in Salatiga. This study was also intended to find out morphological interference from English to Indonesian language made by English native speakers in Salatiga. The research method used was interviewing, recording and transcribing. This method was applied by interviewing English native speakers, then the writer recorded and transcribed to find out the interference that they made. After the data had been collected and analyzed, the writer finds several sub-classifications in syntactic interference as the following: (1) sentence; (2) phrase; (3) diction; and syntactic interference are dominated by phrase, because the phrase construction of English and Indonesian language is different. The construction phrase of Indonesian language is head word + modifier, but in English head word is put after the modifier. Meanwhile for morphological interference is dominated by applying the base form in using the verbs in sentence. The construction of verb in English does not need the inflectional morphology to make the sentence clear as the Indonesian language. The speakers have a tendency to use the base form to show the verb in Indonesian sentence. Keywords: Interference; Syntactic interference; Morphological interference.