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Journal articles on the topic 'Phrasal verbs'
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Wisintainer, Danielle dos Santos, and Mailce Borges Mota. "O processamento de phrasal verbs figurativos." Cadernos de Estudos Lingüísticos 61 (April 24, 2019): 1–23. http://dx.doi.org/10.20396/cel.v61i0.8654245.
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Construções fraseológicas, tais como phrasal verbs, podem ser definidas como uma sequência de palavras pré-fabricadas. Phrasal verbs apresentam verbo e partícula os quais podem ter significados literais e figurativos. No presente estudo investigamos o processamento on-line de phrasal verbs figurativos (ex. figure out) e verbos lexicais (ex. understand) por meio do registro do movimento dos olhos. Movimentos oculares de 12 falantes avançados de inglês como L2 (falantes nativos de português brasileiro) foram comparados aos de 12 falantes nativos de inglês durante a leitura de sentenças contendo phrasal verbs figurativos e verbos lexicais em inglês. Os resultados mostram que nas medidas posteriores (Total Reading Time), os falantes de inglês como L2 dispensaram mais esforço cognitivo na leitura de phrasal verbs figurativos do que verbos lexicais, em comparação com falantes nativos de inglês. Esses resultados foram interpretados como evidência de que os falantes de inglês como L2 tentaram analisar cada componente do phrasal verb figurativo (ex. look for), o que desacelerou o processamento. Os resultados são discutidos à luz das teorias sobre o processamento da linguagem figurativa e literal.
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Anggraeni, Diana, Cece Sobarna, Lia Maulia, and Eva Tuckyta Sari Sujatna. "SEPARABLE AND INSEPARABLE TRANSITIVE PHRASAL VERBS." Berumpun: International Journal of Social, Politics, and Humanities 3, no. 1 (March 31, 2020): 39–58. http://dx.doi.org/10.33019/berumpun.v3i1.25.
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A phrasal verb is a phrase consisting of standard verbs and one or two particles. The standard verb is like go, make, take. While the particles (s) used can be within the form of adverbs and/ or prepositions. Usually, a phrasal verb is often used in native-speaker dialogue and informal English writing. The purpose of this study is to describe transitive phrasal verbs. The method used in this research is a descriptive qualitative method. Linguistic data sources were taken from the British National Corpus. Data containing phrasal verbs are collected and then classified into several categories. Categories that are suitable for research purposes are separated and labeled and then explained in the narrative in accordance with the theory and research objectives. The results showed that transitive phrasal verbs consist of two types, namely separable and inseparable transitive phrasal verbs. A separable transitive phrasal verb is a type of phrasal verb whose particles are separated from the verb and inserted by the noun phrase as its object. In addition, particles must be separated from the verb if the object used is in the form of a pronoun. While inseparable transitive verbs are phrasal verbs that have a direct object but the particles are inseparable from the verb.
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Wisintainer, Danielle Dos Santos, and Mailce Borges Mota. "Processing of literal phrasal verbs by non-native and native speakers of English: an eye movement study." Letrônica 10, no. 2 (March 23, 2018): 717. http://dx.doi.org/10.15448/1984-4301.2017.2.26451.
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*O processamento de phrasal verbs literais por falantes não-nativos e nativos de inglês: um estudo do movimento dos olhos*Estudos recentes sobre aprendizagem de phrasal verbs por aprendizes de inglês como segunda língua (L2) ainda apresentam uma lacuna na discussão acerca da natureza do processamento desse tipo de verbo no curso da aprendizagem. O principal objetivo do presente estudo foi investigar o processamento online de phrasal verbs por aprendizes de inglês como L2, de nível avançado, falantes nativos de português brasileiro (PB). Dezesseis voluntários (8 falantes nativos de PB e 8 falantes nativos de inglês) participaram de um experimento em que foi verificado se houve diferenças entre o processamento de phrasal verbs literais e verbos lexicais. Para esta verificação, foi registrado o movimento dos olhos dos participantes enquanto liam sentenças que continham um dos dois tipos de verbos. As medidas de tempo de primeira leitura e tempo total de leitura na região de interesse mostraram que os aprendizes de inglês como L2 dedicaram mais atenção aos phrasal verbs do que aos verbos lexicais, o que interpretamos como evidência de um custo maior no processamento de sentenças com phrasal verbs do que naquelas com verbos lexicais. Os resultados são discutidos à luz de hipóteses sobre o processamento de phrasal verbs.
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Orlovska, Olha. "ANALYSIS OF FUNCTIONALLY SEMANTIC FEATURES OF POSTPOSITIVES OF PHRASAL VERBS IN THE FICTION ENGLISH-LANGUAGE TEXT." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 85–89. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-85-89.
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The article deals with the functionally semantic features of postpositives of phrasal verbs in the fiction English-language text. Phrasal verbs have become a research object, as they make up a considerable part of lexicon of modern English. In the formation of the meaning of the phrasal verb, an important role belongs to its second component – the adverb or preposition. One basic verb can form different phrasal verbs in conjunction with different adverbs and prepositions. Therefore, the postpositives of phrasal verbs in the context of their combination with the verb have very important functions. Postpositives give semantic strengthening to the meaning of phrasal verb. It is founded that postpositives perform three main functions. The postpositive function is important for the phrasal verb because the postpositive is used to change the meaning of the verb. Sometimes the postpositive adds another meaning to the verb, so these particles have the function of forming new verbs. The same postpositive, combined with different verbs, sometimes forms phrasal verbs-synonyms. During the research the functionally semantic categories of phrasal verbs are distinguished The frequency of the use of different categories of phrasal verbs in English is analyzed on material of novel "Theatre" by S. Maugham.
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Putra, Octa Pratama. "The Analysis of Phrasal Verbs and Its Vicinity in Elizabeth Gilbert's Eat, Pray, Love." J-Lalite: Journal of English Studies 2, no. 1 (June 30, 2021): 30. http://dx.doi.org/10.20884/1.jes.2021.2.1.4089.
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The aim of this study earnestly regards to the forefront of phrasal verbs and its vicinity. After the writer reaps the phrasal verb, the writer contrives them into four sub-divisions: they are: intransitive, transitive, inseparable, and separable phrasal verb. The data are collected from Eat, Pray, Love novel by Elizabeth Gilbert. The result shows that, they are shown 20 phrasal verbs; they are 17 transitive phrasal verbs, 5 intransitive phrasal verbs, 3 separable phrasal verbs, and 10 inseparable phrasal verbs. The conclusion tells, within the novel, it has been classified all about the phrasal verbs the writer has been conducted yet. Concerning to the four classifications of phrasal verbs that the writer has scoped and found out, hereby it is stated that phrasal verb, definitely, has an exact definition. Certainly, it needs an understanding of current context first (read and understand in a certain dialogue or conversation inside that novel of Eat, Pray, Love) to know what the meaning of that case or topic being conveyed is.
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Evenddy, Sutrisno Sadji, Welliam Hamer, Dhafid Wahyu Utomo, and Hayun Hamdalah. "An Analysis of Phrasal Verbs in Subtitles of Sherlock – A Study in Pink." Journal of English Education Studies 3, no. 1 (May 17, 2020): 1–10. http://dx.doi.org/10.30653/005.202031.51.
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The objective of this research is to describe the types and semantic distinctions of phrasal verb found in subtitles of TV-Series: Sherlock – A Study in Pink. The researchers used content analysis as research method and coding to collect data. The data sources of this research are phrasal verbs in subtitles of TV-Series: Sherlock A Study in Pink. This research used 3 steps in analyzing the data; data condensation, data display, drawing and verifying conclusions. Further, the researcher used investigator triangulation to verify and validate the data. As a result, there are 3 types of phrasal verbs found :intransitive, transitive-separable, and transitive-inseparable phrasal verbs. There are 30 data classified into intransitive phrasal verb, 23 data classified into transitive-separable phrasal verbs, and 5 data classified into transitive-inseparable phrasal verbs. The last, based on the analysis of semantic distinctions of phrasal verbs, it is found that there are 3 semantic distinctions of phrasal verbs, those are free idiomatic, semi idiomatic, and highly idiomatic phrasal verbs. There are 13 data classified into free idiomatic phrasal verbs, 22 data classified into semi idiomatic phrasal verbs, and 23 data classified into highly idiomatic phrasal verbs.
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Lazareva, M. V., and Yu I. Arabadzhi. "On the influence of phrasal verbs on the productivity of modern English." Uchenye zapiski St. Petersburg University of Management Technologies and Economics, no. 1 (April 9, 2022): 29–45. http://dx.doi.org/10.35854/2541-8106-2022-1-29-45.
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The article represents the classification level of phrasal verbs of the modern English development. There are different notions of a phrasal verb in foreign and Russian linguistic studies. Three groups of the phrasal verbs are given: prepositional verbs, adverbial verbs, phrasal-prepositional verbs. The article also deals with preposition etymology and their evolution in the language development.
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MAHPEYKAR, NARGES, and ANDREA TYLER. "A principled Cognitive Linguistics account of English phrasal verbs with up and out*." Language and Cognition 7, no. 1 (May 16, 2014): 1–35. http://dx.doi.org/10.1017/langcog.2014.15.
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abstractMany attempts have been made to discover some systematicity in the semantics of phrasal verbs. However, most research has investigated the semantics of particles exclusively; no study has examined how the multiple meanings of the verb also contribute to the meanings of phrasal verbs. The current corpus-based (COCA) study advances the research on phrasal verbs by examining the interaction of the polysemy networks of both the verb and the particle in four phrasal verb constructions: get up, take up, get out, and take out. Following the Cognitive Linguistics (CL) based methodology set out by Tyler and Evans (2003) for analyzing the semantics of particles, in conjunction with Langacker’s (1991) analysis of the semantics of verbs, a replicable polysemy analysis of the semantics of get and take was established. The polysemy networks for both the verbs and the particles laid the foundation for investigating the multiple meanings of the phrasal verbs found in the corpus. The CL-based analysis of the semantics of the phrasal verb constructions provides evidence for the compositional nature of phrasal verbs, showing that the multiple meanings can be systematically accounted for through the interaction of the polysemy networks of the component verbs and particles.
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Yasin, Muhammad Reza Jufri, I. Gusti Bagus Wahyu Nugraha, and I. Gusti Agung Sri Rwa Jayantini. "The analysis of phrasal verbs found in blood diamond movie by edward zwick." Journal of Language and Applied Linguistics 2, no. 2 (September 30, 2021): 208–16. http://dx.doi.org/10.22334/traverse.v2i2.47.
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This study investigated the types of phrasal verbs encountered in a movie entitled Blood Diamond. The problems of this study is what types of phrasal verb are found in the movie entitled Blood Diamond?. This study employed descriptive and qualitative method to provide a well-organized description regarding the problems being identified. The data of this study were obtained by observation method through four stages. Firstly, watching the Blood Diamond movie. Secondly, finding and taking notes the phrasal verb spoken by the characters in the movie Blood Diamond. Reading the online movie script and finally the writer categorized the types of data based on the theory proposed by McCarthy & O’Dell (2007:8). There were two types of phrasal verb encountered namely transitive and intransitive phrasal verb, in which transitive phrasal verb can be specialized into separable or non-separable transitive phrasal verb. The result of the study demonstrated that there are 8 data of phrasal verbs discovered in the movie Blood Diamond consisting 4 transitive phrasal verbs and 4 intransitive phrasal verbs.
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Sheverun, Nadiia, and Alina Dzhurylo. "PHRASAL VERBS IN THE SYSTEM OF LEXICAL UNITS OF MODERN ENGLISH AND THEIR CLASSIFICATON." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 11(79) (September 29, 2021): 148–52. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-148-152.
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The article is devoted to the investigation of phrasal verbs in the system of lexical units of modern English and their classification. Focusing on the consideration of phrasal verbs as combinations of two full words and thus limiting the study to a combination of verb and adverb, it turns out that the semantic center of such combination is shifted under the influence of the adverb towards its meaning. Different classifications of phrasal verbs depending on the features that distinguish them from simple verbs are outlined. It is found out, that the ability of the etymologically original unit of the postpositive to functionally reorient and become part of a phrasal verb is influenced by the frequency of use and the semantic volume of the adverb or preposition. It is distinguished, that phrasal verbs in English are very diverse both in their coherence or compatibility, and in the additional meanings they have in the text. A phrasal verb is the only semantic unit, that has its own specific features. As a result of the research it was revealed that phrasal verbs have been found to help express thoughts more clearly and accurately than ordinary verbs and to convey those aspects of meaning that a simple verb is unable to convey. Phrasal verbs are necessary for free and correct understanding of English texts.
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Machonis, Peter A. "Compositional phrasal verbs with up." Actes du «27e colloque international sur le lexique et la grammaire» (L'Aquila, 10-13 septembre 2008). Première partie 32, no. 2 (December 15, 2009): 253–64. http://dx.doi.org/10.1075/li.32.2.08mac.
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This study examines a corpus of 300 compositional phrasal verbs in English using the particle up. Whereas frozen phrasal verbs clearly do not have the same meaning without the particle and must be listed in the lexicon grammar of idiomatic expressions (e.g., break up the audience “cause to laugh”), compositional phrasal verbs merely add an aspectual element to the simple verb, and particle usage might be better analyzed as a property of the simple verb. Although this meaning is difficult to characterize precisely, it generally indicates direction (ride up the elevator), completion (open up the store), intensity (hype up the book), or combinations (polish up the silverware, completion and intensity). These properties are added to the table of compositional phrasal verbs. Optional particle usage can also identify the meaning of a potentially ambiguous simple verb. For example, the simple verb call “phone” can take the particle up but not out, while the simple verb call “announce” can take the particle out but not up. The simple verb tables, however, will become enormously complex when all English particles (fifteen different particles according to B. Fraser 1976) are taken into account.
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Spring, Ryan. "Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List." Advances in Language and Literary Studies 9, no. 5 (October 31, 2018): 121. http://dx.doi.org/10.7575/aiac.alls.v.9n.5p.121.
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Phrasal verbs are important for EFL and ESL education because of their high frequency, but can be difficult for learners because of their number and polysemy. While there are a number of studies on phrasal verbs, the widening focus of such studies has left a gap between theory and practical instruction. This study improves upon previous studies related to teaching phrasal verbs through cognitive linguistics by combining the theory of event conflation with corpus-based research to create a list of phrasal verb particles and meanings that is concise and yet comprehensive enough to account for approximately 95% of common phrasal verb meanings. It also reports the results of an experiment in which learners taught with this particle list improved more on pre-/post-tests of phrasal verbs than learners that studied a list of the most common phrasal verbs as whole entities (p<0.001, d=1.34). Quantitative and qualitative data presented in this study also indicate that learners taught with the particle list improved their ability to conjecture the meanings of novel phrasal verbs more effectively than learners who studied common phrasal verbs as whole units.
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Aldasheva, K. S., and A. Nurym. "SEMANTIC PECULIARITIES OF PHRASAL VERBS IN ENGLISH." BULLETIN Series of Philological Sciences 76, no. 2 (June 15, 2021): 14–19. http://dx.doi.org/10.51889/2021-2.1728-7804.02.
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English phrasal verbs are one of the key and difficult parts in English learning. Since the traditional linguistics holds that English phrasal verb is an integral thing that cannot be analyzed, learners can only perform rote tasks of memorization which is time-consuming and inefficient. However, cognitive linguistics holds that the semantics of phrasal verbs and their constituents, verbs and particles, are both prescriptive and analytical. These dual attributes of phrasal verbs require researchers using the relevant theories of cognitive linguistics to analyze the semantics of phrasal verbs, so that learners can master phrasal verbs systematically and efficiently. The research deals with classifications of phrasal verbs into lexico-semantic groups and their further division intosubgroups. It is concluded that the adverbial element should be brought more into the limelight as shaping the semantic pattern of the phrasal construction and its functioning in speech.
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Firstov, Leonid. "Reconsideration of classification of phrasal verbs in the English language." Litera, no. 8 (August 2020): 21–28. http://dx.doi.org/10.25136/2409-8698.2020.8.33496.
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The goal of this work consists in formulation of definition and classification of phrasal verbs in the English language. The subject of this research is the semantics of English phrasal verbs. Lexicographical analysis became the main method for this research. The author also carried out semantic and comparative analysis of English and Russian prefixed verbs; examines the peculiarities of distribution of pitch accents between “simple” verb and postposition as one of the determinant attributes that allows classifying phrasal verbs into an independent lexical group. It is demonstrated that some word combinations, which are traditionally considered phrasal verbs, should not be attributed to this category of lexical units. The author determines the attributes that allow unifying interpretation of the term “phrasal verb”. The scientific novelty consists in the new perspective upon classification of phrasal verbs, distinguishing three types of these lexical units based on the logic of their formation. The author underlines that all phrasal verbs are amenable to the proposed classification, excluding the cases when the status of second element within them does not deem it as postposition. The acquired results significantly simplify the understanding of such verbs and can be applied in teaching or further theoretical developments of the subject of phrasal verbs.
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Hulstijn, Jan H., and Elaine Marchena. "Avoidance." Studies in Second Language Acquisition 11, no. 3 (September 1989): 241–55. http://dx.doi.org/10.1017/s0272263100008123.
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This article follows up on a study by Dagut and Laufer (1985), who found that Hebrew learners of English avoid phrasal verbs, such as ‘let down’, while preferring one-word verbs, such as ‘;disappoint’, since phrasal verbs do not exist in Hebrew. A corollary derived from Dagut and Laufer's study is that Dutch learners of English would tend not to avoid English phrasal verbs, since phrasal verbs also exist in Dutch. It was hypothesized, however, that Dutch learners of English as a second language (ESL) would avoid phrasal verbs, too, not for structural, but for semantic reasons. Three tests (multiple choice, memorization, and translation) were administered to intermediate and advanced Dutch learners of English. Each test contained 15 sentences, eliciting preference for either a phrasal verb or an equivalent one-word verb. The results show that, as expected, Dutch learners of English do not avoid phrasal verbs categorically. However, they seem to avoid those idiomatic phrasal verbs that they perceive as too Dutch-like (lack of contrast between the first and second language). Furthermore, they exhibit a tendency to adopt a play-it-safe strategy, preferring one-word verbs with general, multi-purpose meanings over phrasal verbs with specific, sometimes idiomatic, meanings. It is argued that this semantic play-it-safe strategy may have also played a causal role in the avoidance behavior of the Hebrew ESL learners observed by Dagut and Laufer.
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Saragih, Ance Elsy. "THE TRANSLATION OF PHRASAL VERBS IN THIRTEEN REASONS WHY." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 1 (June 12, 2020): 160–67. http://dx.doi.org/10.30743/ll.v4i1.2307.
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The form of a phrasal verb may be the same but they bear different meanings in accordance with the context of situation. The dynamics of language also influence the change of phrasal verb meanings. This paper presents the problems faced by the translator in translating several phrasal verbs in the novel Thirteen Reasons Why by applying the theory of Ghazala in which it is stated that phrasal verbs are linked with the lexical problems and stylistics. Lexical problems coccur when a word, a phrase or an expression is not understood clearly and directly, misunderstood, not known at all to translators, or not found in standard dictionaries, while stylistic problems, righty seen as a part of meaning strongly affect the style of source language posing problems for the translator as the styles of the ST and TT could not be easily adjusted to similarity. The data in the forms of phrasal verbs are taken from the source language and in the target language, supported by the descriptive qualitative method. The results of show that the problems in translating the phrasal verbs in the novel lie in lexical words (literal meaning, synonymy, polysemy, and idiom) and stylistics (formality and informality of language)
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Wild, Kate. "Phrasal verbs: ‘a process of the common, relatively uneducated, mind’?" English Today 27, no. 4 (November 8, 2011): 53–57. http://dx.doi.org/10.1017/s026607841100054x.
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If you look through a modern guide to English usage, you will probably find that it has something to say about phrasal verbs. It might be a warning not to use certain phrasal verbs in certain contexts. For example, Allen (2005: 181–90) offers a table of ‘more formal alternatives to those phrasal verbs that can sometimes be too informal for writing’, with suggestions for replacing sum up with conclude and step down with resign, among others. In many cases, it will be a warning about phrasal verbs where the adverbial particle adds little semantic content to the verb: The Chicago Manual of Style advises writers to ‘avoid the phrasal verb if the verb alone conveys essentially the same meaning – e.g. rest up is equivalent to rest’ (2003: 174). It might attribute such usages to American English, as in Evans' (2000: 54–5) comment that phrasal verbs such as win out, stop off and check up on, which ‘grow like toadstools’, are ‘American parasites’. It might be a positive comment, such as Bryson's note that phrasal verbs are ‘one of the most versatile features of English’, but if so, it will probably be qualified: Bryson adds that in many cases the added particles ‘are merely a sign of careless writing’ (Bryson, 2002: 156–7). What is it about phrasal verbs that provokes such comments? By examining grammars, usage books, dictionaries and other materials since the eighteenth century, I will discuss changing attitudes towards phrasal verbs and how they fit into the context of broader opinions about language.
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Costa, Priscilla Tulipa da. "Os verbos frasais mais frequentes na escrita de aprendizes: um estudo contrastivo / The most common phrasal verbs in learners’ writing: a contrastive analysis." Texto Livre: Linguagem e Tecnologia 10, no. 2 (December 28, 2017): 31–49. http://dx.doi.org/10.17851/1983-3652.10.2.31-49.
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RESUMO: Este estudo tem como objetivo analisar o uso dos verbos frasais do inglês na escrita acadêmica de aprendizes brasileiros. Para tanto, dois corpora contendo ensaios escritos por estudantes universitários foram utilizados, sendo um para estudo (Br-ICLE) e outro para referência (LOCNESS). A metodologia, baseada na Linguística de Corpus, se compõe de exames quantitativos realizados com o suporte do software AntConc para o tratamento e a análise dos dados. Os resultados sugerem que, em relação a outros tipos de verbos multipalavras, os verbos frasais são pouco usados nos textos de aprendizes. Entretanto, nota-se também que algumas das estruturas verbo + partícula encontradas se tornaram características desse tipo de produção textual, o que indica que o seu uso é cada vez mais comum na escrita de caráter mais formal. Ademais, a investigação também apontou semelhanças e diferenças de uso entre os grupos examinados, e para a constatação de que nativos e não nativos utilizam verbos frasais iguais em proporções bem semelhantes, ainda que haja casos de uso em desacordo com os padrões da língua inglesa por parte dos alunos brasileiros.PALAVRAS-CHAVE: verbos frasais; corpus de aprendizes; escrita acadêmica; linguística de corpus. ABSTRACT: This study aims at analyzing the use of English phrasal verbs in the academic writing of Brazilian learners. Therefore, two corpora containing essays written by college students were used: one as the study corpus (Br-ICLE), and the other as the reference corpus (LOCNESS). The methodology, which is based on Corpus Linguistics, consists of quantitative exams performed with the AntConc software support for the treatment and analysis of the data. The results suggested that, considering the other types of multi-word verbs, phrasal verbs are less used by learners in their essays. However, it is also noted that some of the verb + particle structures found have become typical of this type of textual production, which indicates that its use is increasingly common in a more formal writing. In addition, the research also pointed out similarities and differences in the use of phrasal verbs in both groups examined, as well as the finding that natives and non-natives use equal combinations in very similar proportions, although Brazilian students sometimes use phrasal verbs in disagreement with the English language standardsKEYWORDS: phrasal verbs; learner corpus; academic writing; corpus linguistics.
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BUKIT, HERAWATI BR. "METODE PENERJEMAHAN PHRASAL VERB DALAM DIALOG ANTARA PERAWAT DAN PASIEN." Jurnal Penelitian Kesmasy 3, no. 1 (October 31, 2020): 7–15. http://dx.doi.org/10.36656/jpksy.v3i1.322.
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The reason of this research was to observe an opportunity in the topic of phrasal verbs, to reveal the translation process of phrasal verbs in the nurse and patients dialogue into Bahasa Indonesia. Phrasal verb is also frequently used in their language. This research is used to analyze the phrasal verbs translation of Nurse with patients’ dialogues. Existing data are identified according to the theory of translation procedures from Vinay and Dalbernet (2000: 84-93). There are 7 translation methods that used in this research. From the research conducted, 310 phrasal verbs were found which were translated through the Vinay and Dalbernet translation method, and the most dominant method used was modulation namely 150 phrasal verbs.
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Liao, Fei-Hsuan. "Making Sense of Out Phrasal Verbs: the Instruction of Out Senses." RELC Journal 51, no. 3 (May 27, 2019): 364–80. http://dx.doi.org/10.1177/0033688219828199.
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The issue of phrasal verb learning has caused much discussion and attracted vigorous investigation. Inspired by the theory of conceptual metaphor, a pedagogical experiment was conducted to investigate whether an approach focussing on sense extension of particle out in terms of conceptual metaphors can enhance the learning of phrasal verbs containing out. One control group was instructed with general reading materials embedded with various phrasal verbs, and two experimental groups with self-constructed lessons, in which six sense types of out were identified and corresponding phrasal verbs were selected, and in addition, an L1 lexical item was employed to illustrate the mechanism of metaphorical extension for one experimental group. The result showed that learners receiving a cognitive inspired approach to instruction achieved significantly better learning outcomes than those receiving the traditional approach, not only on taught items but also on untaught items. However, the use of L1 lexical items to illustrate sense extension was not as effective as expected in boosting the learning of out-phrasal verbs . It was concluded by discussing the benefit of the proposed approach to phrasal verb instruction and, more importantly, the need of teaching materials providing more profound understanding of phrasal verbs so as to facilitate phrasal verb learning.
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Al-Otaibi, Ghuzayyil Mohammed. "A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model." Journal of Language and Education 5, no. 2 (June 30, 2019): 10–25. http://dx.doi.org/10.17323/jle.2019.8170.
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English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.
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Deshors, Sandra C. "Inside phrasal verb constructions." International Journal of Learner Corpus Research 2, no. 1 (July 8, 2016): 1–30. http://dx.doi.org/10.1075/ijlcr.2.1.01des.
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This study investigates 2,909 phrasal verbs [PVs] in (in)transitive constructions across native English and French- and German-English interlanguages (ILs). Recent work by Gilquin (2014) shows that, as verb-particle combinations, PVs associate more or less strongly with particular syntactic constructions. Further, those association patterns vary across native and learner Englishes. Building on Gilquin (2014), the present study digs deeper into PV constructions by assessing degrees of mutual attraction between verbs and particles as well as between PVs and their semantic uses. Degrees of association are measured using a co-varying collexeme analysis approach (Stefanowitsch & Gries 2005). Generally, it emerges that within given syntactic constructions (e.g. verb-particle-object constructions), different verbs and particles (i.e. bring and up in the case of build up or bring and about for bring about) combine in different degrees, suggesting that, as cognitive routines, those combinations are not equally entrenched. In addition, French and German English learners seem to operate at different levels of semantic complexity when using PVs in their L2. Ultimately, the study bears important pedagogical implications, namely the need (i) to focus on phrasal verbs’ aspectual uses to help learners develop a more confident use of PVs in completive, inceptive and continuative semantic contexts and (ii) to develop resources that help learners improve their uses of PVs in verb-object-particle constructions.
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Amret, Mohanad A., and Sinan A. Yousif. "Pragma-linguistic Difficulties in the Recognition of Phrasal Verbs by Iraqi EFL University Learners." Advances in Language and Literary Studies 9, no. 6 (December 28, 2018): 148. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.148.
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The purpose of this paper is to recognize the level of pragma-linguistic difficulties Iraqi EFL university learners face when handling phrasal verbs. Despite the fact that phrasal verbs are easy to understand by native speakers of English, non-native speakers usually encounter some difficulties in understanding the meaning of a phrasal verb depending on the meaning of the root verb, or different phrasal verbs of the same root. The problem might be attributed to pragma-linguistic knowledge. However, culture gap could be the reason behind such difficulties. The aim of the study is (1) to evaluate the pragma-linguistic level of interpreting phrasal verbs as understood and used by Iraqi EFL university learners, (2) to check the level of difficulty they experience while recognizing phrasal verbs, and (3) to find out reasons behind such misinterpretations. It is hypothesized that (1) the pragma-linguistic interpretation of phrasal verbs tends to play an important role in understanding the message conveyed by the speaker; (2) cultural gap could be the reason that EFL learners recognize phrasal verbs incorrectly, and (3) mother tongue language might make it difficult for EFL learners to understand phrasal verbs. To verify the aforementioned hypothesis, a test has been constructed and administered to a sample of 100 fourth-year Iraqi EFL university learners, morning classes at the department of English Language and Literature, College of Arts, in Mustansiriyah University, during the academic year 2017 – 2018. The responses of the students have been collected and linguistically analyzed according to a model given by Richards and Schmidt (2010). It has been found that Iraqi students’ lack of cultural norms of the target language makes it difficult for them to understand phrasal verbs. The lack of this knowledge is considered as a factor of confusion and then failure. The influence of the first language culture on the recognition of phrasal verbs may be seen as a negative first language transfer. The reason behind this negative transfer is that the norms and principles of first language are different from the norms and principles of the target language. It has been concluded that Iraqi EFL university learners have difficulties in pragma-linguistic knowledge as far as phrasal verbs are concerned. Iraqi EFL university learners face great difficulties in using phrasal verbs while communicating with other people. While using phrasal verbs, Iraqi EFL university learners have been highly influenced by their mother tongue language.
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Prayudha, Prayudha. "The Dynamicity of The Perceptive Verb Look: A Cognitive Linguistics Study." English Language Teaching Educational Journal 1, no. 2 (May 21, 2019): 97. http://dx.doi.org/10.12928/eltej.v1i2.728.
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Perceptive verbs have important function, especially in Cognitive Linguistics perspective, because these verbs are directly related to real experience. Cognitive linguistics focuses on the study of the relationship between language, mind, and socio-physical experience. Thus, this paper discusses how the lexical-semantic characteristics particularly the dynamicity or aktionsarten of the verb look. The verb look itself consists of agentive and perceptive verb class. The dynamicity of agentive and the perceptive verb look were analyzed using the distributional method combined with several techniques. Most of the verb look constructions appear as phrasal verbs. At least, there are 17 phrasal verbs with look as the root and the constructions consist of at least 20 different meanings. The dynamicity test is also applicated for the phrasal verbs. The results of the research show unique lexical characteristics of the perceptive verb look and it influences the meaning as well as the construction of the verb. The relationship between lexical characteristic with its construction shows the schema of cognition processing language.
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Machonis, Peter A. "Disambiguating phrasal verbs." 25th Lexis and Grammar Conference 31, no. 2 (December 15, 2008): 200–212. http://dx.doi.org/10.1075/li.31.2.06mac.
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Medina, Asriyani, and Ria Saraswati. "A Semantic Analysis of Phrasal Verbs Produced by Hillary Clinton in The Commencement Speech." JEdu: Journal of English Education 1, no. 3 (November 30, 2021): 130–41. http://dx.doi.org/10.30998/jedu.v1i3.5900.
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The aim of this research is to analyse a semantic analysis of phrasal verbs produced by Hillary Clinton in her commencement speech. The writer focused on the implied meanings and the phrasal verbs used by Hillary Clinton during her speech at Wellesley College in 2017. In this analysis, the writer used a qualitative descriptive method and a library research technique to collect the data. In analysing the implied meanings of phrasal verbs, the writer applied Geoffrey Leech’s theory. According to the result, the writer found that there were 10 or 25% phrasal verbs with conceptual meaning, 4 or 10% phrasal verbs with connotative meaning, 16 or 39% phrasal verbs with affective meaning, 7 or 17% phrasal verbs with social meaning, and 3 or 9% with thematic meaning. Therefore, the most dominant meaning in phrasal verbs produced by Hillary Clinton was affective meaning. Meanwhile, in analysing the phrasal verbs, the writer used the theory from Larsen-Freeman and Celce-Murcia. There were three types of phrasal verbs categorized into literal phrasal verbs, aspectual phrasal verbs, and idiomatic phrasal verbs. It can be concluded that there were 17 or 42% literal phrasal verbs, 10 or 25% aspectual phrasal verbs, and 13 or 33% idiomatic phrasal verbs. Thus, the most frequent type of phrasal verbs used during the speech were literal phrasal verbs.
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Tsaroucha, Efthymia. "The Conceptualization of English Phrasal Verbs by Greek Primary School Learners: An Empirical Cognitive Approach." Languages 4, no. 3 (July 2, 2019): 51. http://dx.doi.org/10.3390/languages4030051.
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This study investigates the way Greek EFL elementary students conceptualize English phrasal verbs of the form component verb (take) plus component particle (up, down, in, out, back, off, on, apart). It is suggested image schemas play a facilitatory role in the conceptualization and interpretation of the figurative meanings of English phrasal verbs. The study argues that within the phrasal verb construct, the component particle prompts for the extension from literal to figurative meanings since the particle designates image schematic experiences (bodily-kinesthetic). The study conducted two types of test: (1) meaning of the sentence and (2) image-matching from the sentence. In test 1, participants were asked to read sentences which contained the verb take plus particles and they had to select the most appropriate meaning of the phrasal verb that matched the overall meaning of the sentence. In test 2, participants were asked to read sentences wherein phrasal verbs of the form take plus particles were highlighted. They were asked to match the meaning of the phrasal verb with one image. Each image represented a different type of image schema such as container, front-back orientation and proximity-distance.
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Quehenberger, Sonja, Lars Bülow, and Philip C. Vergeiner. "Die Konjunktiv-II-Bildung im Kontext von Partikelverben in den Basisdialekten Salzburgs." Linguistik Online 114, no. 2 (March 6, 2022): 129–55. http://dx.doi.org/10.13092/lo.114.8399.
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Focusing on phrasal verbs such as einbringen ‘to harvest’ or abbringen ‘to dissuade’, the aim of the present exploratory apparent-time study is to uncover factors affecting the subjunctive II formation in the traditional base dialects of Salzburg (Austria). Depending on whether the subjunctive II formation is synthetic or periphrastic, phrasal verbs are formed in contact position (e. g., würde/täte abbringen ‘would dissuade’) or in distance position (e. g. brächte ab ‘would dissuade’) between particle and verb stem.
In order to examine which subjunctive II variants are used for 15 phrasal verbs in the traditional dialects of Salzburg, an indirect survey was carried out with 25 informants in six rural locations. These villages are spread across the three dialect areas (West-Central Bavarian, South-Central Bavarian, and South Bavarian) cutting through the federal state of Salzburg. Furthermore, the subjunctive II formation of the phrasal verbs is compared to that of the simple verbs (e. g., bringen ‘to bring’) corresponding to the derivational bases of the respective phrasal verbs investigated (e. g., einbringen or abbringen). In addition to linguistic and areal factors, sociolinguistic factors (age and gender) are taken into account.
Results show that the subjunctive II formation of phrasal verbs differs significantly from that of simple verbs: compared to the corresponding simple verbs, the informants used the phrasal verbs significantly more often with periphrastic variants. It is argued that this tendency is related to specific semantic-lexical and morpho-syntactic properties of phrasal verbs. Regarding the areal distribution, there are differences between the individual locations. These differences do not correlate with the traditional dialect regions but can be traced back to the socio-demographic characteristics of the locations (number of inhabitants, transport connections, tourism etc.). Moreover, age proves to be a relevant factor: there is a statistically significant difference in both, simple verbs and phrasal verbs, with the younger informants preferring the periphrastic variants.
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Maharani Santika, I. Dewa Ayu Devi, I. Gusti Vina Widiadnya Putri, and Ni Wayan Suastini. "TRANSLATION OF PHRASAL VERBS INTO INDONESIAN." Lingual: Journal of Language and Culture 4, no. 2 (November 21, 2017): 16. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p03.
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This study has two aims, those are to analyze: (1) the classification of phrasal verbs found in a short story and the classification of their translations in Indonesian done by some English teachers from some primary schools in Denpasar, and (2) how the meaning of phrasal verbs in SL help to determine their equivalents in TL. The classification and the meaning of phrasal verbs are proposed by McArthur and Atkins (1975). Based on the analysis there were three categories of 34 phrasal verbs found in the data source, those are: intransitive verbs, transitive separable verbs, and transitive fusedverbs. The results found that most of the phrasal verbs are included into transitive separable verbs and from the three categories of phrasal verbs; they were translated mostly into transitive verbs. Meanwhile, the meanings of phrasal verbs in SL determine the suitable equivalents for the phrasal verbs in TL since there were variants equivalents given in the translations.Keywords: Phrasal verbs, Translation, Words meaning
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Elgobshawi, Abdalla Elkheir. "Collocational Restrictions of English Phrasal Verbs." Journal of English Language and Literature 5, no. 3 (June 30, 2016): 427–32. http://dx.doi.org/10.17722/jell.v5i3.298.
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Idioms and phrasal verbs constitute a highly considerable portion of the English vocabulary and their mastery is often indicated as a native like competence. They pose many difficulties to foreign learners because of their syntactic and semantic abnormalities. On semantic terms phrasal verbs, and idiomatic ones in particular, are viewed as phrases which do not correspond to their literal meanings. Syntactically they could be recognized by their idiosyncratic behavior which often defies the usual syntactic operations. The view of idioms and phrasal verbs as bits of frozen units provides only little possibility of syntactic and sematic flexibility. This paper attempts to trace the flexibility of the structure of phrasal verbs with reference to the collocational restrictions that govern their structures.
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Renuga, M., and Anita Ponmalar. "Phrasal Verbs, a Means of Intercultural Communication – New Indian Phrasal Verbs." Asian Journal of Research in Social Sciences and Humanities 6, no. 8 (2016): 1125. http://dx.doi.org/10.5958/2249-7315.2016.00672.9.
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Laufer, Batia, and Stig Eliasson. "What Causes Avoidance in L2 Learning." Studies in Second Language Acquisition 15, no. 1 (March 1993): 35–48. http://dx.doi.org/10.1017/s0272263100011657.
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Among the structural and lexical factors claimed to account for avoidance in second language learning are (a) cross-linguistic difference, (b) cross-linguistic similarity, and (c) intrinsic complexity of the second language features avoided. This paper examines patterns of avoidance and preference for phrasal verbs or equivalent single-word verbs among Swedish learners of English. We assumed that if the subjects avoided English phrasal verbs, particularly the figurative ones, even though phrasal verbs exist in Swedish, this would indicate that inherent semantic difficulty of second language forms was the main factor contributing to the avoidance behavior. If, on the other hand, the learners did not show any preference for one-word verb forms in English, or indeed favored the phrasal forms, this would support the assumption that avoidance or nonavoidance depends largely on differences or similarities between the native and the foreign language.A multiple-choice test and a translation test were given to two groups of advanced Swedish-speaking learners of English. Each test consisted of 20 sentences, allowing for the choice of either a phrasal or a synonymous single-word verb. The test answers showed that the Swedish learners avoided neither phrasal verbs in general nor the figurative ones in particular, regardless of whether the verbs were similar to, or different from, their Swedish translation equivalents. Furthermore, the results were compared to the avoidance patterns of a group of advanced Hebrew-speaking learners of English. From the comparison it emerged that the Swedish learners usedsignificantly more phrasal verbs than the Israelis, notably figurative ones. These results suggest that the avoidance is determined more by a systemic incongruence between the first language (L1) and the second language (L2) than by the inherent difficulty of L2 forms.
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Santika, I. Dewa Ayu Devi Maharani, I. Gusti Vina Widiadnya Putri, and Ni Wayan Suastini. "Translation of phrasal verbs into Indonesian." Journal of Applied Studies in Language 2, no. 1 (June 11, 2018): 44. http://dx.doi.org/10.31940/jasl.v2i1.804.
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Phrasal verb is the common word form used in colloquial language, for written and spoken. Although this phrasal is formed from a verb, most of the time the meaning will change after transformed into phrasal verb, but sometimes it does not change its meaning and even gives emphasize on the meaning. This fact is very important to determine the selection of their equivalents in doing the translation. This is a qualitative research which used descriptive analysis in analyzing the data. The data were the translations of an English text into Indonesian language conducted by the primary school teachers in some private schools in Denpasar. Questioner was also applied in order to collect more accurate data for supporting the research analysis. In a short way, the results of this research are (1) there were variant words in choosing the equivalents of the phrasal verbs given. (2) Most of the equivalents of the phrasal verbs were pertinent with their based-meaning in the source language. (3) The common strategy used was Translation by a more neutral/less expressive words; where the chosen equivalents have less expressive words than in their language source, but their meanings are close to the meanings in the source language.
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Anggraeni, Diana. "INTRANSITIVE PHRASAL VERBS WITH PARTICLE 'THROUGH' IN BRITISH NATIONAL CORPUS." Lire Journal (Journal of Linguistics and Literature) 3, no. 1 (March 31, 2019): 22–34. http://dx.doi.org/10.33019/lire.v3i1.48.
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The aim of this study is to describe the intransitive phrasal verbs with particlethrough used in the British National Corpus. The method used in this research is descriptive qualitative method. Linguistic data sources were taken from the British National Corpus. The data containing the phrasal verbs with particle through, collected and then classified into several categories. The categories that are suitable for the purpose of the research are separated and labeled and then explained in a narrative according to the theory and research objectives. The results showed that the intransitive phrasal verbs with particle through in the British National Corpus consisted of two types, namely dynamic and stative intransitive phrasal verbs. Dynamic intransitive is a phrasal verbs with a particle through which indicates the existence of an activity or event carried out by the subject of the sentence. Dynamic intransitive phrasal verbs consist of phrasal verbs belonging to event verbs and activity verbs. Stative intransitive phrasal verbs are classified as existence verbs.
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Torres-Martínez, Sergio. "A constructionist approach to the teaching of phrasal verbs." English Today 31, no. 3 (August 12, 2015): 46–58. http://dx.doi.org/10.1017/s0266078415000255.
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The central issue of the present article is the analysis of phrasal verbs (hereafter termed multiword verbs [MWVs]) from the perspective of construction grammars (Goldberg, 1995; Suttle and Goldberg, 2011). As is well known, English MWVs present special challenges to L2 learners due, among other things, to the shapelessness of their conceptual components and the ensuing impossibility to arrive at equivalent word-meaning correspondences (mappings) in the learners’ mother language (see Gillette et al., 1999). This brings us to the first theoretical claim of this paper – namely, that MWVs (also termed phrasal verbs, verb-particle collocations, verb-particle combinations etc.) are lexical chunks that can be retrieved by speakers either as wholes, without special recourse to syntactic parsing, or as verb-particle semantic associations (Cappelle et al., 2010). This idea is combined with the notion that MWVs inherit their syntax-semantics from prototypical Argument Structure Constructions (Goldberg, 2013a) within Verb Argument Constructions (VACs) frames. VACs are thus associated with prototype verbs like ‘go‘, ‘come’, ‘get’, ‘put’, etc., to project their meaning upon less-frequent verbs occupying a V-slot frame (a verbal position). It follows that MWVs function as hyponyms that express specific semantic nuances not available in prototype verbs. For example, in the sentence ‘Arya scooped up a rock and hurled it at Joffrey's head’ (George R. R. Martin, A Game of Thrones [1996]), the verb scoop up suggests a caused motion usually conveyed by the verb LIFT, i.e. the prototype of the simple transitive Verb Argument Construction. From this vantage, it is suggested that a way to activate the weak verb-object interface is through its assignation to specific prototypes bootstrapping (providing an initial basis for) both the conceptualisation of the MWVs and their potential mapping to specific words (which I term inherited surface forms).
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서소아. "On English Phrasal Verbs." Discourse and Cognition 23, no. 4 (November 2016): 183–91. http://dx.doi.org/10.15718/discog.2016.23.4.183.
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Gajdoš, Srđan M. "TEACHING SERBIAN LEARNERS ENGLISH PHRASAL VERBS: THE TRADITIONAL APPROACH VS. THE COGNITIVE LINGUISTIC APPROACH." Методички видици 8, no. 8 (January 12, 2018): 175. http://dx.doi.org/10.19090/mv.2017.8.175-193.
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This study examines the results obtained by using the traditional and the cognitive approach to teaching phrasal verbs. The control group was taught phrasal verbs using the traditional way i.e. by providing a direct translation into Serbian. In the experimental group the author presented the verbs by explaining the meanings of the very particles and the meanings they develop. Both groups were given a test immediately after they received input. They were also tested on the meanings of untaught phrasal verbs three weeks later. Utilising the cognitive approach helped the students learn the phrasal verbs more successfully. The students who knew various meanings of the particles were able to understand the meanings of the whole phrasal verbs better. The experimental group was able to predict the meanings of the untaught phrasal verbs in the delayed test better than the control group.
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Milivojević, Nataša. "Particles and Prefixes in English and Serbian." ELOPE: English Language Overseas Perspectives and Enquiries 2, no. 1-2 (June 22, 2005): 65–75. http://dx.doi.org/10.4312/elope.2.1-2.65-75.
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The paper attempts to, by means of contrastive analysis, prove that particles belonging to phrasal verbs in English are in their linguistic essence equivalent to Serbian perfective verbal prefixes. This hypothesis has been backed up by a brief study based on 40 translation equivalents, which has shown that phrasal verb particles in English and perfective prefixes in Serbian are both markers of telic aktionsart on the lexical level of the verb. Also, the particles and the prefixes alike affect the ‘aspectual use’ of verbs in their respective languages: while the particles in English do not block their use with the progressive, the prefixes in Serbian block their use with imperfective aspect. Both semantically and grammatically, the appropriate solution for translating the English progressive of phrasal verbs into Serbian is modal aorist of Serbian perfective verbs. On the lexical and grammatical level alike, Serbian and English seem to have a convergent relationship, hence there exists a contrast between Serbian and English, the analyzed language elements are also similar with respect to distribution and equivalent with respect to meaning.
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Góreczna, Dorota. "Secondary school students’ attitudes to phrasal verbs." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 17(2) (October 20, 2020): 73–94. http://dx.doi.org/10.26881/bp.2020.2.04.
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Phrasal verbs are an essential, though difficult to teach and learn, part of the English language. Although phrasal verbs are commonly used by native speakers, for English learners they pose a considerable challenge as far as their acquisition and use are concerned. The aim of this study is to examine students’ attitude towards phrasal verbs taught at the B2 level in upper-secondary schools, and to analyse the significance of these multi-word verbs. The paper presents an excerpt of a survey conducted among secondary school students, which examined their understanding of phrasal verbs and analysed students’ opinions about the importance of acquiring these demanding multi-word verbs.
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Bober, N. M. "English Phrasal Verbs as Cognitive and Semantic Complexes and Fragment of Multilateral Knowledge of Matrix Format." Scientific Journal of National Pedagogical Dragomanov University. Series 9. Current Trends in Language Development, no. 18 (March 18, 2019): 22–32. http://dx.doi.org/10.31392/npu-nc.series9.2018.18.02.
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The article suggests a novel approach to the study of the English phrasal verbs, which is currently at the frontier of the cognitive syntagmatics. Based on the works in this domain, this paper specifies the definition of phrasal verbs as cognitive-semantic complexes which represent / describe a certain fragment of multi-dimensional knowledge of the matrix format. Particular attention is paid to the critical analysis of the scholars’ views on the problem of the second component of these entities, which to this day are not univocal both in terms of discussing their functions performed in the structure of the phrasal verbs, and of their morphological nature and the associated terminology.It is assumed that the semantics of the phrasal verbs is created by the interaction of the conceptual structures of both the verb, and its second component, where the abstract meaning of the latter gives wide opportunities for evolving of new meanings. In this case, the function of both components of a compositionally complex linguistic unit or a cognitive-semantic complex, which is a phrasal verb, consists in the profiling of certain aspects of the situation described by this formation, contributes to the new properties, which otherwise cannot be individually described/labelled by none of its components: neither the verb nor the post-positive component.It has been proved that the English language possesses a characteristic cognitive-semantic construct “verb + postpositive component” that reflects a certain grammatical pattern of the combinatorial construction of phraseological entities bases on the mechanisms of conceptual integration, when the metaphorical selection of the verb initial mental space and the initial space of the postpositive component form a new blend - a new conceptual structure which absent in the initial mental spaces of each of the components.
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Inten Purnama Sari Setiawan, Luh Gede. "Meaning of Phrasal Verb ‘Pick up’ Subtype Do/Happen: A Natural Semantic Metalanguage Approach." e-Journal of Linguistics 13, no. 2 (July 31, 2019): 347. http://dx.doi.org/10.24843/e-jl.2019.v13.i02.p13.
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The difficulties in knowing and understanding the meaning of a language often appear in units of language with an idiomatic meaning, such as phrasal verb. A single unit of phrasal verb usually produce a meaning which is totally different with the meaning of its constituent. Phrasal verb ‘pick up’ is a unique phrasal verb since it is able to give various meanings unlike the other phrasal verbs. Furthermore, the implementation of Natural Semantic Metalanguage (NSM) as a theory in this study lead to a great significance in order to avoid misunderstanding the meaning of phrasal verb ‘pick up’ by defining the meaning through semantic structures. This study is intended to find and describe the meanings of phrasal verb ‘pick up’. The result of this study showed that phrasal verb pick up is a kind of transitive phrasal verb which often followed by object. The different objects in phrasal verb ‘pick up’ lead to non-composition polysemi between DO / HAPPEN. This combination of two polysemies comes in eight meanings.
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Chen, Meilin. "Overuse or underuse." International Journal of Corpus Linguistics 18, no. 3 (October 28, 2013): 418–42. http://dx.doi.org/10.1075/ijcl.18.3.07che.
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This study explores Chinese university students’ use of phrasal verbs in comparison with their American and British counterparts by utilizing a corpus of learner English and four native corpora of two English varieties and two genres (argumentative and academic writing). The results show that it is difficult to state whether the Chinese learners of English over- or underuse phrasal verbs in writing because a more striking difference emerges between the British and American students. American students tend to use many more phrasal verbs in both genres than British students and they also use a greater variety of phrasal verbs. Notwithstanding the differences, both American and British students tend to use fewer phrasal verbs in academic writing than in argumentative writing. The learners do not show a fundamental difference from the British students regarding overall frequencies of phrasal verbs; however, the learner-native writer gap does exist between the Chinese and American students.
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Koo, Jung-Yeon. "Preference to One-word Verbs over Phrasal Verbs." Korean Journal of Linguistics 44, no. 1 (March 2019): 1–28. http://dx.doi.org/10.18855/lisoko.2019.44.1.001.
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Alejo-González, Rafael. "Making sense of phrasal verbs." AILA Review 23 (December 9, 2010): 50–71. http://dx.doi.org/10.1075/aila.23.04ale.
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Phrasal verbs (PVs) have recently been the object of interest by linguists given their status as phraseological units whose meaning is non-compositional and opaque. They constitute a perfect case for theories of language processing and language acquisition to be tested. Cognitive linguists have participated in this debate and shown a certain interest for PVs, although their research on this topic stems in most of the cases from their central interest on prepositions and the language of spatiality. In this paper, I aim to make a comprehensive and critical summary of the cognitive linguistics (CL) literature on PVs with particular attention to its connection with usage-based approaches, especially in Second Language Acquisition (SLA), and to the concept of (meaning) motivation, which has proven to be useful in teaching. I will also present a CL analysis of the out-PVs (i.e., those containing the particle out) used by 3 groups of non-native speakers of English whose L1 respectively belongs to a Germanic satellite-framed (S-) language (Swedish and Dutch), a non-Germanic S-language (Russian and Bulgarian) and a verb-framed (V-) language (Spanish and Italian). The results obtained from this analysis show: (1) that both Germanic and Non-Germanic S-language learners use a greater number of out-PVs than V-language learners, not only when these verbs have a motional meaning but also when they express other meanings; and (2) that S-language learners also use a greater elaboration of path (Slobin 1996) when non-motional out-PV meanings are involved. These findings suggest that ‘the thinking for speaking hypothesis’ (Slobin 1996, 1997; Cadierno 2004), which has been shown to work for the domain of manner and path of motion, may in part be extended to the acquisition of PVs by L2 learners.
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BEHZADIAN, KHATEREH. "The Effect of Input Enhancement and Concordance-based Activities on Iranian EFL Learners' Acquisition and Retention of Phrasal Verbs." Michigan Academician 44, no. 1 (January 1, 2016): 29–50. http://dx.doi.org/10.7245/0026-2005-44.1.29.
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ABSTRACT Phrasal verbs are commonly used in spoken English but they are difficult for learners to acquire. This is mainly because such verbs, in their combinations with various prepositional/adverbial particles, often exhibit figurative senses not readily clear to the learner. Due to the problems experienced by Iranian EFL learners in acquiring phrasal verbs, this study was designed to investigate the effectiveness of reading with input enhancement and concordance-based materials on 60 Iranian EFL learners' acquisition and retention of phrasal verbs. To this end, three intact classes were assigned to: 1) reading with input enhancement group, 2) concordance-based group, and 3) a control group. These classes had equal numbers of participants and prior to the treatment, participants were asked to complete a pre-test to ascertain their unfamiliarity with the target phrasal verbs. After a ten- session treatment period, the production and retention of the target phrasal verbs were tested through a post-test and a delayed posttest. The results of the ANOVA revealed the superiority of the reading with input enhancement group over concordance-based group in both acquisition and retention of phrasal verbs. In addition, through Pearson Correlation it was found that the knowledge of phrasal verbs has a positive relationship with learners' cloze reading comprehension. The study concluded with some pedagogical implications.
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Ghorbanian, Melika, and Shadab Jabbarpoor. "Effects of Lexical Simplification and Elaboration on Iranian Intermediate EFL Learners’ Learning and Retention of Phrasal Verbs." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1003. http://dx.doi.org/10.17507/tpls.0711.09.
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This study aimed at investigating the effect of lexical simplification and elaboration on Iranian intermediate EFL learners’ learning and retention of phrasal verbs. In order to achieve this goal, a PET test was run into 130 learners. When target participants were chosen, they were assigned into three groups including two treatment groups and one control group. Through a multiple choice test, 40 out of 60 phrasal verbs were selected as target phrasal verbs. Through 8 sessions of treatment, each group received a reading comprehension text that contained 5 phrasal verbs. But the way the phrasal verbs in two experimental groups were modified was different. One of them received elaborated input and the other group received simplified input; meanwhile, the control group received unmodified input. After eight sessions of treatment, an immediate multiple choice test was administered to find out which techniques had stronger effect on participant’s learning and retention of phrasal verbs. After one month, the same test, with a different order of items, was administered as delayed posttest to check the participants’ level of retention. According to the results of the study simplified input group significantly outperformed the control and elaborated group on both learning and retention of phrasal verbs.
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Tarabar, Aida, and Azra Hadžić. "Phrasal Verbs in Mechanical Engineering Discourse: A Case Study." Društvene i humanističke studije (Online) 6, no. 4(17) (December 22, 2021): 75–90. http://dx.doi.org/10.51558/2490-3647.2021.6.4.75.
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Countless research studies have been carried out covering a wide range of aspects associated with phrasal verbs. However, little has been done when it comes to phrasal verbs in the mechanical engineering discourse, more so in the ESP teaching in the B/C/S context. This paper was aimed at investigating the role of phrasal verbs in the technical discourse, identifying the most frequent phrasal verbs within the mechanical engineering register, and determining the level of familiarity with such structures among the students at the Faculty of Mechanical Engineering in Zenica.
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Silva, Natália, and Sandra Almeida. "PHRASAL VERBS, COMPOSICIONALIDADE E IDIOMATICIDADE." Revista (Con)Textos Linguísticos 14, no. 29 (December 30, 2020): 29–48. http://dx.doi.org/10.47456/cl.v14i29.31557.
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Este trabalho aborda os phrasal verbs à luz da Linguística Cognitiva (LANGACKER, 2008), no que tange a aspectos metonímicos e metafóricos (LAKOFF; JOHNSON, 1980). As noções de composicionalidade (FILLMORE, 1979; GOLDBERG, 1995, 2006; LANGACKER, 2008) e metaforicidade (LAKOFF; JOHNSON, 1980; LAKOFF, 1987; JOHNSON, 1987; LAKOFF; TURNER, 1989) são analisadas com base nos dados coletados de um corpus de inglês americano (COCA, 2017). Demonstramos que alguns PVs retêm o significado de suas partes, enquanto outros PVs exibem significados que envolvem extensão semântica (GOLDBERG, 1995, 2006) por meio de projeções entre esquemas imagéticos (JOHNSON, 1987), integrando mais de uma ação ou evento, que só podem ser compreendidas em uma perspectiva discursiva e (inter)subjetiva (TRAUGOTT; DASHER, 2005).
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Boutellier, Victor. "The First 50 Phrasal Verbs." ReCALL 3, no. 5 (November 1991): 25–26. http://dx.doi.org/10.1017/s0958344000002731.
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Riguel, Emilie. "Phrasal Verbs: Usage and Acquisition." ATHENS JOURNAL OF PHILOLOGY 1, no. 2 (May 31, 2015): 111–26. http://dx.doi.org/10.30958/ajp.1-2-3.
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