고등학교 교과서에 사용된 영어 구동사의 인지언어학적 분석

Abstract

A Cognitive Analysis of English Phrasal Verbs Used in Korea High School English Textbooks

Kuk-Hyun Kim

Graduate School of Education Pukyoung National University

Abstract

This paper examines Korea high school English textbooks from the cognitive point of view in order to find out how English phrasal verbs are presented in high school English textbooks. And then, we will compare the result of the previous study with that of this examination and present the effective method which can help students to study English phrasal verbs more systematically and efficiently. The author adopted two approaches-the form-based approach and the concept-based approach-suggested by Driven & Verspoor(1998) and analyzed 15 textbooks with 30 phrasal verbs. The result shows that most textbooks are inappropriate for students to learn English phrasal verbs effectively. Therefore, the author suggests the effective method students can benefit from. First, the abstract meaning of the phrasal verbs should be presented with the prototype meaning. Also, both the idiomatic meaning and literal meaning should be presented together in order not to make students memorize the phrasal verbs mechanically. Moreover, students should learn various meanings of the phrasal verbs from the various examples to utilize the phrasal verbs in a proper situation. Finally, the phrasal verbs should be presented together with other related phrasal verbs.