ERIC Number: EJ780183
Record Type: Journal
Publication Date: 2007-Jun
Pages: 21
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0019-042X
EISSN: N/A
Available Date: N/A
Native and Nonnative Use of Multi-Word vs. One-Word Verbs
Siyanova, Anna; Schmitt, Norbert
International Review of Applied Linguistics in Language Teaching (IRAL), v45 n2 p119-139 Jun 2007
One of the choices available in English is between one-word verbs (train at the gym) and their multi-word counterparts (work out at the gym). Multi-word verbs tend to be colloquial in tone and are a particular feature of informal spoken discourse. Previous research suggests that English learners often have problems with multi-word verbs, and may even avoid their use. This study explores this issue further by comparing the likelihood of using multi-word vs. one-word verbs by both native speakers and advanced nonnatives. A questionnaire of 26 multi-word/one-word verb pairs showed that nonnatives were less likely to use multi-word verbs than native speakers in informal spoken contexts. Moreover, the amount of exposure to native-speaking environments did not have an effect on the likelihood of using the multi-word verbs. However, a corpus analysis of the same verb pairs showed that the one-word verbs are often more frequent in both written and spoken discourse. The following are appended: (1) Frequencies of multi-word verbs and one-word verbs; and (2) Verb pair questionnaire. (Contains 4 tables and 2 notes.)
Descriptors: Verbs, Structural Analysis (Linguistics), Second Language Learning, Measures (Individuals), Native Speakers, English (Second Language), Comparative Analysis, Language Usage, Computational Linguistics, Questionnaires, Foreign Countries, Graduate Students, Undergraduate Students, Graduates
Walter de Gruyter. P.O. Box 960, Herndon, VA 20172-0960. Tel: 800-208-8144; Tel: 703-661-1589; Fax: 703-661-1501; e-mail: degruytermail@presswarehouse.com; Web site: http://www.degruyter.de/rs/384_392_ENU_h.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A
Author Affiliations: N/A