Teaching Verbs Using a Hierarchical System

Abstract

The mastery of the meaning and use of verbs is the most difficult area of language learning. The accurate meaning of a verb is fully comprehended only when it is placed in a set of verbs with similar meanings and differences of contextual features. The case is argued, using specific references, for the verb as the centre of importance in syntax. Evidence is also given to indicate that the concept denoted by a verb rarely has a full equivalent from one language to another. Each verb has a denotation, connotations, and, possibly, uses in idiom. A diagrammatic representation of verbs shows the hierarchical arrange ment with the set of verbs divided into families, groups and clusters. Diagrams can show a two-dimensional system of relationships. Lan guage, however, does not follow an exact taxonomy, and the relation ships are often blurred. An explanation of this is given and it is shown that a multi-dimensional representation is required for a true descrip tion. The method of overcoming this difficulty is described. A semantic field chart illustrates the relationship between verbs in a group of clus ters. The chart has to be supplemented by a written definition of a verb in order to ascertain the focus and collocations of the verb. The development of teaching verbs is then outlined. The first 250 verbs, in order of frequency of use in English, can be arranged in twenty-two groups, and an example of this is given.