東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

English prepositions in phrasal verb...

Thibeau, Tully Jude.

FindBook

Google Book

Amazon

博客來

English prepositions in phrasal verbs: A study in second language acquisition.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	English prepositions in phrasal verbs: A study in second language acquisition./
作者:	Thibeau, Tully Jude.
面頁冊數:	286 p.
附註:	Director: Cecile McKee.
Contained By:	Dissertation Abstracts International61-01A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9957959
ISBN:	9780599612068

English prepositions in phrasal verbs: A study in second language acquisition.
Thibeau, Tully Jude.

English prepositions in phrasal verbs: A study in second language acquisition. - 286 p.

Director: Cecile McKee.

Thesis (Ph.D.)--The University of Arizona, 1999.

This study examines whether grammar instruction treatment, input processing, facilitates in learners of English as a Second Language (ESL) a distinction among sets of phrasal verbs containing prepositions. Input processing emphasizes difficult grammatical forms and provides a model for the behavior of the varying roles of phrasal verb prepositions. Such instruction follows three steps: (i) explaining the relation between a grammatical form and its meaning, (ii) informing learners of language processes that adversely influence the form-meaning relation, and (iii) implementing "structured input" activities that target the form in linguistic input, facilitating form-meaning relations. Prepositions in phrasal verbs perform specific roles for exclusive purposes, for instance in verb-particle constructions eat up, clean out, send on where prepositions mark aspectual properties for "completion-of-activity" (telicity) as well as "affectedness" of phrasal verb objects. ESL students were selected for the control and treatment groups. Each group participated in a pretest and posttest. Each test included three tasks: one comprehension (yes/no multiple choice) and two production (sentence completion and written narration). Time (pretest/posttest) and instruction (informal IP/formal explanation) were independent variables. Scores were the dependent variable. Preposition use is difficult for ESL learners, yet no generalizations explain learning difficulty nor has instruction addressed this difficulty. Input Processing furnishes needed instruction and is consonant with current linguistic theory (Minimalism): Word-order phenomena obey "frame alternations" that shift meaning by varying syntactic configuration (movement to alternate sites in phrase structure). Language acquisition centers on mapping functions linking semantics with syntax; thus, pedagogical practice and linguistic theory are united.

ISBN: 9780599612068Subjects--Topical Terms:

1018079
Language, Linguistics.

English prepositions in phrasal verbs: A study in second language acquisition.
LDR:03496nam 2200289 a 45 001 970294
005 20110921
008 110921s1999 eng d
020 $a 9780599612068
035 $a (UMI)AAI9957959
035 $a AAI9957959
040 $a UMI $c UMI
100 1 $a Thibeau, Tully Jude. $3 1294333
245 1 0 $a English prepositions in phrasal verbs: A study in second language acquisition.
300 $a 286 p.
500 $a Director: Cecile McKee.
500 $a Source: Dissertation Abstracts International, Volume: 61-01, Section: A, page: 0159.
502 $a Thesis (Ph.D.)--The University of Arizona, 1999.
520 $a This study examines whether grammar instruction treatment, input processing, facilitates in learners of English as a Second Language (ESL) a distinction among sets of phrasal verbs containing prepositions. Input processing emphasizes difficult grammatical forms and provides a model for the behavior of the varying roles of phrasal verb prepositions. Such instruction follows three steps: (i) explaining the relation between a grammatical form and its meaning, (ii) informing learners of language processes that adversely influence the form-meaning relation, and (iii) implementing "structured input" activities that target the form in linguistic input, facilitating form-meaning relations. Prepositions in phrasal verbs perform specific roles for exclusive purposes, for instance in verb-particle constructions eat up, clean out, send on where prepositions mark aspectual properties for "completion-of-activity" (telicity) as well as "affectedness" of phrasal verb objects. ESL students were selected for the control and treatment groups. Each group participated in a pretest and posttest. Each test included three tasks: one comprehension (yes/no multiple choice) and two production (sentence completion and written narration). Time (pretest/posttest) and instruction (informal IP/formal explanation) were independent variables. Scores were the dependent variable. Preposition use is difficult for ESL learners, yet no generalizations explain learning difficulty nor has instruction addressed this difficulty. Input Processing furnishes needed instruction and is consonant with current linguistic theory (Minimalism): Word-order phenomena obey "frame alternations" that shift meaning by varying syntactic configuration (movement to alternate sites in phrase structure). Language acquisition centers on mapping functions linking semantics with syntax; thus, pedagogical practice and linguistic theory are united.
520 $a Structured input activities are likened to natural input that children are exposed to when they acquire language. Acquisition processes link meaningful items in a mental lexicon to grammatical patterns constructed by a mental computer. Second language learners create links between meaning and form because they make decisions about meaning in input structured to highlight the form in which meaning is conveyed. Statistical analyses show treatment effect for input processing instruction on the comprehension task, so subjects' ability is improved through attention to mapping. Production task data were inconclusive yet revealed significance of frequency of prepositions' functions.
590 $a School code: 0009.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Language, Modern. $3 1018098
690 $a 0290
690 $a 0291
710 2 0 $a The University of Arizona. $3 1017508
773 0 $t Dissertation Abstracts International $g 61-01A.
790 $a 0009
790 1 0 $a McKee, Cecile, $e advisor
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9957959