Enhancing a Corpus-based Approach to Teach English Phrasal Verbs to Korean Learners = Enhancing a Corpus-based Approach to Teach English Phrasal Verbs to Korean Learners

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the way to reinforce a corpus-based approach to teach English phrasal verbs. For this purpose, this study explores the difference between a corpus-based approach and a dictionary-based approach. In addition, the difference between high and low proficiency learners who studied English phrasal verbs (PVs) using a corpus-based approach was analyzed. The phrasal verb lesson was administered to 121 participants at a university who take one of the compulsory English subjects for 15 sessions. The corpus-based lessons were administered to two experimental groups and the dictionary-based lesson to a controlled group. A pre-test and a post-test were administered respectively. From the independent sample t-test, the p-value was less than the significance level (< .05), which rejects the null hypotheses? 1 and 2. As there were significant differences in the performance of the learners who were taught English PVs through using concordance in both the experimental groups and the high proficiency group, teaching English PVs was verified as effective. A corpus-based approach can be an effective way not only to learn English PVs but also to practice their usage with authentic data. It is also a suitable method to teach language awareness of grammatical features and the functional meaning of English PVs in a certain context. However, the result of the study also revealed challenges of the corpus-based approach in teaching English PVs, particularly difficulties in deductive discovery learning. Therefore, there should be a concerted effort to develop attractive techniques to motivate learners to use concordance in order to deduce lexical meanings as well as contextual and collocated features of English PVs. (Dankook University)