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

lexical items. However, no doubt that they can be put to use successfully when it comes to systematization (arrangement) of items already presented. It is perhaps a good idea to make the students judge which list a certain phrasal verb belongs to hoping that it would guide them so as to achieve an intuition on transferability eventually. 2.2.4 Developing intuition in L2 This is an ability which could be called L2 intuition and - to describe it simply - by this I understand the learner's potential to decide whether something 'sounds right' in L2. To put it more formally, it is the ability to suspect that an utterance is not only grammatical but it also suits the overall concept structure of the target language, that is, it would not strike a native speaker as though grammatical but indisputably outlandish language use. This ability, naturally, presupposes an advanced user since this kind of 'hang' for the language may solely be built on knowledge of analogies. A speaker can take advantage of L2 intuition especially with phrasal verbs, both at the comprehension and the 'creation' of unknown items, if we bear in mind that new combinations do not randomly come to existence but by the instinctive and unconscious application of the same analogies by natives. To develop L2 intuition we might consider going on to exercises on nominalized and adjectival forms either after having presented the phrasal verbs from which they are derived or for more advanced students it can be 'off hands' exercises without ensuring that the phrasal verbs used have already been introduced. 2.2.5 Teaching idiomatic combinations As for idiomatic combinations, this is the area most crucially demanding a traditional teaching approach (if any in particular) to be revised, or methodological negligence to be lifted since along with definitely poorer knowledge of these phrasal verbs, an additional uncertainty as to appropriacy (pragmatic properties) can be found. Perhaps this uncertainty accounts for a higher rate of avoidance with idiomatic phrasal verbs stated by the quotation:

2

1 ... the result is always the same: the majority of learners will prefer the one-word verb and avoid using the semantically equivalent phrasal verb. This avoidance is most evident with figurative phrasal verbs-where it is much more frequent than in the case of literal or completive phrasal verbs. 2

1 Dagut and Laufer 1985 p. 77 77