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
before the class. This is to enhance creative use and to prompt personalization - an idiosyncratic approach to what is to be learnt. 2.2.2 Switch from receptive to active knowledge To trigger off a better recall 'path' in the students we should help them learn to systematize the new items ready for memorization. Adding new phrasal verbs to lists is strongly recommended. This can be done either according to the particle or with respect to their relation to LI, that is, whether they are identical , similar, or different as compared to their approximate counterparts in LI. 2 0 Also - as with any kind of vocabulary - it is advisable to form semantic fields (lists as walk, stagger, tread etc.) in which the organising principle is one prominent semantic component that all the items share. It is also advisable to present phrasal verbs according to specific situations, circumstances, activities, professions etc. they are used in (e.g. travel, motoring, telephoning, banking etc.). In my opinion, however, out of the first two ways, the second type of listing will benefit the students more in the long run since they can always fall back on their LI knowledge in remembering a combination. The 'hazy' meanings of the particle may prove to be helpful only for rather highly advanced students, who presumably have a command of the language good enough to enable them not only to tell one meaning from another, but to work out the right placement for a newly-learnt phrasal verb. Whether it will help them to recall a combination better or not is another question but - as my experience shows - it surely will with the kind of listing Irujo proposed. 2.2.3 Making use of positive interference Another important task is to exhaust LI interference, which has been demonstrated to be of immense importance in the acquisition of phrasal verbs. Not only is the comprehension of phrasal verbs controlled largely by transfer but their production is often carried out by using LI patterns. To make use of the latter, lists should be compiled selecting identical, similar and different phrasal verbs, as mentioned before - although originally devised for use with idioms - the idea can be extended to phrasal verbs since a great many of them are idiomatic. We can manage to draft these lists by comparing a phrasal verb to the corresponding construction in the native language, in the case of Hungarian verbs with prefixes. To illustrate this, example lists for Hungarian have been given in Appendix D. Now , I would argue with Irujo at this point for I do not think that these lists might be used at the presentation stage since this would lead to memorization of isolated 2 0 Irujo 1986 p. 297-300 76
