Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1998. Vol. 2. Eger Journal of English Studies.(Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 26)

Studies - Péter Antonyi: Phrasal verbs: a study and its implications for teaching methods

NIL - no answer is given. The evaluation of RT was not classified further than correct and incorrect answers. The use of DPs in most cases is just as excellent as that of OPs, so it is probably merely accidental that the original texts selected OP and not DP. (Although there are some cases where OP is more suitable, a DP must undoubtedly be acceptable.) The frequency of NOPs tells a lot about avoidance and ignorance of phrasal verbs, although the translations do not always encourage OP or DP completion. This is inevitable because some phrasal verbs do not translate well into Hungarian 'phrasal verbs'. Wherever I could, I retained analogous structures in the Hungarian translation of TS to help positive LI interference function although these did not always suggest obvious translation equivalents but rather hinted at the kind of structure to be favoured. The occurrence of WPs is almost the most interesting area of the analysis since it gives an opportunity to see how Hungarian students of English are apt to guess at certain combinations, largely controlled by LI interference, that is, using the structural and lexical analogies rooted in their mother tongue when communicating in the target language (L2). It is also an area of immense significance for it is likely to give clues about the potential utilization of positive LI interference (positive transfer) and about possible ways to develop L2 (target language) intuition. 1.5 Receptive Test (RT) I do not intend to discuss the different kinds of errors found in RT since their purpose was simply testing the receptive knowledge of the phrasal verbs. One might even argue that no errors should be in a test like this because somebody either knows the phrasal verbs in question or not. Actually, I am well aware that this test does not exclude guessing since the phrasal verbs are contextualized and thus, it has come to test the informants' ability to recognize these phrasal verbs. However, I would rather have recognition (receptive knowledge) and the tendency for production of phrasal verbs juxtaposed than drafting an unfair list of phrasal verbs out of context and ask about equivalents, when most of them may acquire several (occasionally idiomatic) meanings depending on the context they are used in. Another device to keep successful guessing to a minimum would have been the use of 'atypical' sentences that make clear the particular meaning of the phrasal verb in question but do not allow for 70