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ESL/EFL Students Have with Complements
1. Overgeneralization Based on Semantic Categories
2. L1 Transfer Resulting in Bare Infinitive Complements Instead of To Infinitive or Gerund Complements (Spanish, Portuguese)
Suggestions for Teaching Complements 4.. Gerund Complements
5.. Verbs That
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Negation
1) Negative Words
2) "Doble Negatives" with Negative Words
3) Negative/Positive Polarity Items Compared with Negative Words
4) Not in Nonverbal Negation
5) Negative Affixes
5. Problems That ESL/EFL Students Have with Negation
1) Primary Verb Negation
2) Secondary Verb Negation
3)
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ESL students, TESOL Qualterly 9: pp.409-430.
McLaughlim, B.(1978). The monitor model: some methodological consideration, Language Learning 28: pp.309-332.
______________(1987). Theories of Second-Language Learning, London:Arnold.
Sasaki, Y.(1991). English and Japanese Interlanguage comprehension str
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ESL/EFL Students Have with Multiword Verbs
Suggestions for Teaching Multiword Verbs 1.. Introduction
2.. Phrasal Verbs
1. Transitive Phrasal Verbs
1) Separable Transitive Phrasal Verbs
(1) Particle Movement
(2) Blocking Particle Movement
2) Inseparable Transitive Phrasal Verbs
3) Pe
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Students’ Reading Experiences
5.5 Working with Texts by Means of a Pre-, During-, and Postreading Framework
5.6 Addressing the Complex Nature of Reading through Meaningful Instruction
5.6.1 Vocabulary Development
5.6.2 Careful Reading of Texts
5.6.3 Awareness of Text Structure a
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students like Korean learners who have difficulties in speaking English.
Considering the fact that grammatical competence is a crucial part of communicative competence, grammar teaching needs to be properly performed in elementary school.
The purpose of this paper is to propose more effective method
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