PRACTICAL ASPECTS IN TEACHING DYNAMIC AND STATIVE VERBS

Abstract

The present research focuses on the practical aspects of teaching dynamic and stative verbs and suggests some pedagogical implications that could help language teachers build up effective methods to improve learners’ competence in studying these verbs. The study uses descriptive qualitative and quantitative analysis to analyse learners’ most common errors and deviations in the usage of specific stative verbs. The findings show that errors frequently appear in the choice of defining verbs that can be used as stative and dynamic, depending on the context they appear in the groups of verbs of appearance; verbs, describing mental processes and verbs of senses. L1 interference and overgeneralization are the two most common sources of errors. The findings outlined in the paper can make the comprehension of the linguistic realisations of dynamic and stative verbs easier to master.

Keywords

• stative verbs
• classification
• teaching
• error analysis
• dynamic verbs