| 研究実績の概要 |
From a theoretical and pedagogical perspective, this research points out the syntactic and semantic (lemmatic) ambiguities and obscurities inherent in PVs, suggesting a novel classification of PVs: namely a modified semantic classification of PVs (e.g. ±Dimension, ±Boundary, ±Direction, ±Temporality). This research argues that these ambiguities and obscurities of PCs are a challenge for L2 learners. Drawing on a novel classification, research questions on differential difficulty or causal factors (e.g. L1 effects) and testing hypotheses and predictions on L2 acquisition of PVs are specified. An experimental study has been carried out with both JSLs and KSLs, which consists of one grammatical proficiency test of 100 questions and a close test of five types of PVs incorporated into 80 tokens with bilingual interpretations (English-Japanese, or English-Korean). Examining the data obtained from the experimental study, this study tests the validity of the single unit hypothesis (Armstrong 2004). The results from the experimental study and theoretical test do not support the claims of the single unit hypothesis, suggesting what semantic and syntactic properties related to English PVs (more specifically, verbs and particles) are more difficult for JSLs and KSLs than others, discussing pedagogical implications for English language learning/teaching: e.g. increased awareness of and proficient knowledge of both syntactic and semantic (lemmatic) properties of PVs will make English language teachers not only more effective but also successful with pedagogical strategies.
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