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Multi-word verbs are an essential topic in the English language syllabus. As a prominent feature of the language, with numerous semantic and syntactic peculiarities, they pose challenges even for advanced learners. Recent evidence-based pedagogical approaches to multi-word verbs have emerged from various fields of applied linguistics. However, it remains unclear whether these research insights are being implemented in classroom practice. This book addresses both issues. It begins with a review of research in corpus linguistics, cognitive linguistics, and instructed second language acquisition, highlighting their relevance to the teaching of multi-word verbs. It then presents a new study on current approaches to the topic in mainstream language education, analysing language teachers' beliefs as well as content from popular textbooks. Based on these findings, the author offers a comprehensive view of the topic and practical applications for enhancing multi-word verb instruction.
List of contents
List of illustrations - 1 Introduction - 2 The scope of the phenomenon - 3 Multi- word verbs in discourse - 4 Multi- word verb pedagogy - 5 Language teachers and multi- word verbs - 6 Multi- word verbs in the texts of EFL coursebooks - 7 Multi- word verb activities in EFL coursebooks - 8 Conclusion - Appendix I. Most common MWVs in LSWE corpus by semantic domain, adapted from Biber et al. (1999) - Appendix II. Top 100 phrasal verbs in BNC, adapted from Gardner and Davies (2007) - Appendix III. Action research in MWV pedagogy - Appendix IV. Responses to Likert statements - Appendix V. MWV token frequencies in each coursebook - Appendix VI. MWV lemma- token frequency and coverage in listening and reading corpus - Appendix VII. Target MWVs in coursebooks - References - Index
About the author
Elaine Millar is a lecturer in English language and linguistics at the Universidad de Cantabria, Spain. Her professional work and research interests focus on general English language teaching, English for specific purposes, and language teacher education. Her recent research explores corpus and cognitive linguistic approaches to lexis and grammar.
