A Comparative Corpus-based Study on the Use of Phrasal Verbs by Turkish EFL Learners and L1 English Speakers

Nebahat Badem,Tuğba Şimşek

doi:10.7575/aiac.alls.v.12n.6.p.55

Nebahat Badem, Tuğba Şimşek

Open Access

https://doi.org/10.7575/aiac.alls.v.12n.6.p.55

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Abstract

This quantitative study aims to reveal the most frequently used phrasal verbs (PVs) by L1 speakers of English and Turkish EFL learners in written and spoken registers. With the purpose of spotting any overuse and/or underuse by Turkish EFL learners, it compares their usage to L1 English speakers’ through four corpora – two learner corpora and two native corpora. Additionally, the study investigates the most frequent adverbial verb particles (AVPs) and lexical verbs (LVs) in phrasal constructions comparing learners and native speakers. The results show that although LV types differ to a large extent, Turkish EFL learners display a similar profile to L1 English speakers in terms of types of PVs and AVPs. However, these verbs and particles are significantly underused, especially in spoken register – a result that contradicts previous research. Specifically, within the scope of this study, regardless of the register Turkish learners tend to favour few AVPs out of the mostly used ten while leaving out the others. The findings might be of use to EFL teachers regarding raising their students’ awareness on the contextual use of PVs in different registers with a combination of both implicit and explicit teaching in mind. In addition, learners can benefit from the ready-made PV lists to enhance their prospective usage in meaningful contexts.

Highlights

Several researchers highlighted the importance of multiword knowledge in the development of native like fluency (Godwin-Jones, 2018; Moon, 1997; Schmitt, 2004; Wray, 2002). Gardner & Davies (2007) suggest that learning multiword structures such as idioms, phrasal verbs, and collocational phrases is essential to English, and using these units, which are very common and highly productive, adds “a definite richness to the language” (p. 339)
The results show that lexical verbs (LVs) types differ to a large extent, Turkish EFL learners display a similar profile to L1 English speakers in terms of types of phrasal verbs (PVs) and adverbial verb particles (AVPs)
Both tables reveal total frequencies of particles in each corpus and how productively they are used in PV constructions as AVPs

Summary

Introduction

Several researchers highlighted the importance of multiword knowledge in the development of native like fluency (Godwin-Jones, 2018; Moon, 1997; Schmitt, 2004; Wray, 2002). Gardner & Davies (2007) suggest that learning multiword structures such as idioms, phrasal verbs, and collocational phrases is essential to English, and using these units, which are very common and highly productive, adds “a definite richness to the language” (p. 339). Gardner & Davies (2007) suggest that learning multiword structures such as idioms, phrasal verbs, and collocational phrases is essential to English, and using these units, which are very common and highly productive, adds “a definite richness to the language” Riguel (2014) suggests that the constraints emerging due to L1’s linguistic characteristics are another difficulty to learn these semantically and syntactically complex units. As these multiword units pose a challenge for the learners, they might tend to avoid these structures in their language output; interestingly even learners whose L1 possesses PV structures frequently show avoidance (Gardner & Davies, 2007)

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