The Iraqi EFL Learners' Performance in using Catenative Verbs
الملخص
This paper attempts to present semantic and syntactic perspectives to specific class of verbs in English language. More specifically, the study focuses on catenative verbs that can be followed either by to-infinitive or –ing form. Analytically, the study tries to find a reliable justification to "Why does one verb 'prefer' an -ing form rather than a to-infinitive and vice versa"? to that end, the distribution of these verbs with non-finite complements obviously needs to be explained and the factors that contributing to this distribution need to be investigated.
This study aims at: 1- Explaining the various expressive effects and the principles underlying the use of the structures 'verb + complement' with the infinitive and the gerund-participle as complements of verbs comprising the notion of 'catenative'. 2- Analyzing the causes of errors made by Iraqi EFL university students in the catenative verbs. This is to help them have a comprehensive understanding about the semantic and syntactic valence of catenative verbs in English 3-Idenifying the Iraqi EFL university learner's performance to recognize and produce catenative verbs to help them know the effective use of catenative verbs. 4- Finding out the learner's errors in catenative verbs at both recognition and production levels and pointing out whether there are any significant differences between the whole sample's performance in catenative verbs at both recognition and production levels.
It hypothesized that fourth- year students confront difficulties in knowing how to use either to –infinitive or an –ing complement after these certain verbs and producing these uses in the suitable form with correct syntactic features, because these English verbal groups are emphasized on the complement predicator following the first verb, which makes learners uncertain to choose complement in which only one is possible as in ‘he enjoys studying English’ and ‘she intends to study English’ or those where either may occur: ‘they love studying/to study English’. These catenative verbs may be followed by either nonfinite or infinitive, with little apparent difference in meaning; ex: It began to rain. / It began raining. The second hypothesis is that students seem to show clear variation in recognizing and producing the different types of catenative verbs.
Methodologically, a test of two sides; recognition and production, is conducted. Students were encouraged to submit for the test. They spent one hour and a half doing it. Their responses are analysed. The results obtained confirm the hypotheses. Their responses on the recognition of catenative verbs are better than their production of these verbs. They are good at answering some types other than the other types.
In terms of findings, the study found that this class of verbs represents a problematic area for students of English; therefore, it is important to know which form is appropriate in different contexts.
