Phrasal Verbs

U radu se razmatra semantička priroda dve kategorije osnovnih boja, white i black u engleskom jeziku i beo i crn u srpskom jeziku. Kontrastivna analiza dva para prideva zasnovana je na korpusu sačinjenom od 35 engleskih i srpskih fraznih i rečeničnih idioma, kao, na primer, Two blacks do not make a white na engleskom i Od dva zla ne može ispasti dobro na srpskom. Glavni cilj istraživanja su stilski i semantički aspekti ove dve kategorije osnovnih boja, bele i crne, u engleskim i srpskim idiomima. Konkretniji ciljevi tiču se značenja ova dva para boja prilikom opisivanja ljudskih osobina, kako psihičkih tako i fizičkih, kao i utvrđivanja njihove istosti, odnosno sličnosti u dva suprotstavljena jezika. Rezultati analize jasno pokazuju da postoji visok stepen podudarnosti između ova dva suprotstavljena jezika po pitanju značenja izraženih dvema kategorijama osnovnih boja, white i black u engleskom i beo i crn u srpskom jeziku, u idiomima koji su deo repertoara koji se prirodno koristi ...

The paper deals with two ways of igurativeness of human Resource Management (hRM) vocabulary -igurative expressions belonging to the building and construction domain, on the one hand, and igurative phrasal verbs used to talk about human Resources, on the other. The main purpose of the paper is to examine the metaphoricity of selected combinations, i.e. to determine how they are motivated. In addition, it stresses a need for language practitioners to effectively incorporate igurative language into language teaching and learning by providing useful insights into the relationship between language and thought which, in turn, should lead to a structured pattern of internalising metaphorical language.

A account for: chiếm, giải thích allow for: tính đến, xem xét đến ask after: hỏi thăm sức khỏe ask for: hỏi xin ai cái gì ask sb in/ out : cho ai vào/ ra urge sb into/ out of : thuyết phục ai làm gì/không làm gì B to be over: qua rồi to be up to sb to V: ai đó có trách nhiêm phải làm gì to bear up= to confirm : xác nhận to bear out: chịu đựng to blow out : thổi tắt blow down: thổi đổ blow over: thổi qua to break away= to run away :chạy trốn break down : hỏng hóc, suy nhược, òa khóc break in(to+ O) : đột nhập, cắt ngang break up: chia tay , giải tán break off: tan vỡ một mối quan hệ to bring about: mang đến, mang lại(= result in) brinn down = to land : hạ xuống bring out : xuất bản bring up : nuôi dưỡng (danh từ là up bringing) bring off : thành công, ẵm giải

The aim of this paper is to investigate Polish equivalents of English phrasal verbs as found in an English-Polish (E-P) parallel corpus PHRAVERB. Given the semantic idiosyncrasy exhibited by phrasal verbs, it is assumed that the equivalents generated by PHRAVERB will often differ from those found in E-P dictionaries. The qualitative corpus analysis aims to show that arriving at the desirable Polish counterpart involves a detailed semantic breakdown of the English structure, a careful analysis of the context in which it is used, as well as linguistic and translation skills, necessary to detect the nuances and subtleties of meaning in both languages. PHRAVERB is used to analyze the lexicographic potential (LP) of corpus equivalents. Four levels of LP have been established – high, average, low and zero – to evaluate which corpus-derived equivalents are eligible for inclusion in E-P dictionaries. To this end, 2,514 occurrences of PVs in the parallel corpus, with their equivalents, have been identified and analyzed.

Chinese language has almost one character per every word, therefore the memorization and the active use of the language for a speaker with a native Indo-European language background must be harder than for a Chinese person. Nonetheless, Matteo Ricci, a Jesuit missionary to China, was able to teach Chinese thanks to an ancient mnemonic method, which he transformed and applied to Chinese. I will search in history for the connection of this method with the field of languages, and apply this old method in teaching English words to a modern secondary school classroom. By doing this, I will try to prove whether this ancient mnemonic method, used in the 16th century by Matteo Ricci in China, is still applicable in today’s secondary school teaching environment, where I will focus on acquiring words in English as a foreign language.

Abstract (in English)

This review talks about the main analysis of prepositions with regards to their relations with verbs in Malay predicates in the book 'Perkaitan sintaksis-semantik kata kerja dengan preposisi bahasa Melayu' [The relation between syntax and semantics of verb with prepositions in Malay] written by Maslida Yusoff in 2016 published by Dewan Bahasa dan Pustaka. The theoretical underpinnings of Role and Reference Grammar is used to explicate prepositions in the Malay language. It reveals a new characterization of malay prepositions which captures the whole gamut of the functions of structure and meaning of malay prepositions. One missing element of the book is the typology that Malay belongs to based on this new synergized description. The book engages in abstract discussions of the data and could be further concretize by language sample data for the undergraduate and teacher trainee audience who studies malay grammar.

This paper provides a description of English particle phrases (PrtPs), which I define differently than in much generative work, where 'particle phrase' refers to the presumed constituent formed by the particle and the phrasal verb's direct object. Particles can be preceded by one or more other particles and/or more peripheral modifiers and/or followed by a PP (e.g., it fell several meters right back on down to the bottom). A single such complex sequence can be structurally indeterminate, allowing multiple phrase-structure analyses depending e.g., on whether the PP is parsed as part of the PrtP. Also, a single structure can have multiple uses-and thus have syntactic autonomy-depending on whether the modifier semantically targets the particle or the entire VP.

The purpose of this study was to investigate the use and avoidance of English phrasal verbs by Saudi EFL learners and to examine teachers' perception towards the teaching and inclusion of English phrasal verbs in the present textbooks. To find answers to the questions of the study, 102 EFL female students were tested through the use of multiple-choice test, which included literal and non-literal phrasal verbs. Moreover, a questionnaire was administered to 71 English teachers at intermediate schools, secondary schools, and preparatory year program at universities. The study's results revealed the tendency of Saudi EFL students to avoid using phrasal verbs and exhibited the significant preference towards using its one-word counterparts. The questionnaire's findings revealed teachers' somewhat negative perception and awareness concerning the importance of teaching phrasal verbs. The results also exhibited teachers' incomplete satisfaction with the current state of phrasal verbs content in textbooks, which suggests a further look at the scenario of English phrasal verbs in the current English textbooks.

Az angol phrasal verb kifejezés sehogy nem mondható magyarul, ráadásul értelmezése is több -minimum kettőakad. Azt, hogy idiom, bizton nevezhetjük magyarul is idiómának, s noha nem is két, de huszonkét dolgot is szokás érteni alatta, mégis minden olvasónk tudja, mire gondoljon a hallatán. A CUP viszont végre egy igazán biztos pont. Éppen így hangzik magyarul is: Cambridge University Press. (Igaz, a név egyetemi nyomdát, nem pedig kiadót sugall). Noha elsősorban nem szótárak kiadásáról ismert, az alábbiakban éppen azt vesszük szemügyre, milyen sikerrel birkózik meg a kiadó szerkesztőgárdája a legfrissebb angol phrasal igék (1997) és idiómák (1998) szótárba szedésével. Igyekezni fogunk kerülni a technikai részleteket -bár ez két helyen nem lesz lehetséges. Kezdjük akkor a phrasal szótárral.

English aspectual particles in phrasal verbs have been since Brinton (1985) commonly treated as markers of telicity, i.e. markers of an inherent endpoint of events, e.g. eat (atelic) – eat up (telic). The present paper tests this assumption on 100 aspectual phrasal verbs with ten different particles. Minimal pairs of sentences with and without particles have been created and tested by two of Dowty’s (1979) aspectual tests. For these tests acceptability judgments have been elicited from native speakers. The paper points out methodological problems which should be taken into consideration in any study that relies on eliciting acceptability judgments. Most importantly, the results of the present study suggest, contra what is standardly assumed, that aspectual particles are not primarily markers of telicity. Instead, particles contribute other aspectual and non-aspectual meanings.

English preposition is one of the hardest features to learn and master, especially by 'nonnative' speakers of the English language; hence, several Filipinos tend to interchange particle/preposition in phrasal verbs (PhVs) (e.g., and). As such, this study aimed to compare the semantic features and idiomatic status of selected same-verb different-particle PhVs, and describe their syntactic features utilizing the Philippine component of the International Corpus of English (ICE-PHI) and the Global Web-based English Corpus (GloWbE) Philippines. This study revealed evidence that clearly shows the interchange of particle/preposition for the same verb. A new meaning has been found for two PhVs. Most of the PhVs follow the type 2 (transitive) pattern, while others follow the type 1 (intransitive) pattern. They generally occur in the medial position, rarely in the beginning position, and Filipinos generally follow the American English (AmE) usage of PhVs. Also, their utterances. The interchange of particle/preposition may be considered as an emerging feature of Philippine English (PhE).

This thesis explores the difference between separable and non-separable transitive English phrasal verbs, focusing on finding a reason for the non-separable verbs’ lack of compatibility with the word order alternation which is present with the separable phrasal verbs. The analysis is formed from a synthesis of ideas based on the work of Bolinger (1971) and Gorlach (2004). A simplified version of Cognitive Construction Grammar is used to analyse and categorize the phrasal verb constructions. The results indicate that separable and non-separable transitive English phrasal verbs are similar but different constructions with specific syntactic reasons for the incompatibility of the word order alternation with the non-separable verbs.

Providing a detailed and comprehensive account of the development of phrasal verbs from Early Modern to Present-day English, this study covers almost 400 years in the history of English, and provides both a diachronic and synchronic account based on over 12,000 examples extracted from stratified electronic corpora. The corpus analysis provides evidence of how registers can inform us about the history of English, as it traces and compares the usage and stylistic drifts of phrasal verbs across ten different genres - drama, fiction, journals, diaries, letters, medicine, news, science, sermons, and trial proceedings. The study also sheds new light on the morpho-syntactic and semantic features of phrasal verbs, proposing a new approach to the category, considering not only their grammatical features, but also their historical development, by discussing the category in terms of a number of central mechanisms of language change.

This paper examines the temporal semantic properties of English phrasal verbs with the particles down, off and up in the progressive aspect. The analysis includes testing of telicity, dynamicity and stativity components of meaning. The paper also enquires the influence of verb arguments on the change of aktionsart category as well as the commonest denotation of particles as they appear in the corpus examples. The results show that phrasal verbs, whose particles add to the meaning of telicity, become neutral towards this parameter when in the progressive, i.e., the particle acts as an additional aspectual marker in verbs that are inherently telic.

Le espressioni multiparola costituiscono una parte fondamentale del nostro lessico mentale, nonché l’oggetto di studio privilegiato di discipline applicative come la linguistica computazionale, la fraseologia e la lessicografia.
All’interno della linguistica teorica, tuttavia, queste strutture vengono spesso relegate alla periferia della grammatica per via delle loro irregolarità semantiche e strutturali e per il fatto di essere, al contempo, un caso «non canonico» e di morfologia e di sintassi.
Nel volume si analizzano le espressioni multiparola della lingua italiana, e in particolare le parole sintagmatiche (borsa di studio, gratta e vinci, tirare avanti, porta a porta), da un punto di vista teorico e descrittivo, mirando a esplicitare i meccanismi che soggiacciono all’organizzazione di questa porzione di lessico mentale e a metterne in evidenza le (sotto-)regolarità.
Per l’analisi vengono utilizzati (e in parte ulteriormente affinati) gli strumenti d’analisi messi a disposizione dal costruzionismo, un quadro teorico che elegge la «costruzione» ‑ intesa come segno linguistico, ovvero come associazione convenzionalizzata di una forma e di un significato - a unità fondamentale dell’analisi linguistica, mettendo quindi in secondo piano il ruolo dei livelli strutturali classici.

This study explores the use of phrasal verbs in English language documents of the European Union (EU) as part of a larger-scale project examining the use of English in EU texts from various aspects including lexical, lexico-grammatical and textual features. Phrasal verbs, known to represent one of the most difficult aspects of learning English, are highly productive and widely used by native speakers. The purpose of this study is to identify the most frequent phrasal verb combinations in EU documents. To this end, an EU English Corpus of approximately 200,000 running words was built using texts which are representative of the fields of activities of the EU. The analysis revealed that the top 25 phrasal verbs account for more than 60% of all phrasal verb constructions in the corpus. The results also show that in terms of the frequency of phrasal verbs, EU documents show some similarity to written academic English. The paper also illustrates some instructional activities and the pedagogical relevance of the findings.

Recent studies in different parts of the world have highlighted that phrasal verbs constitute a learning difficulty for English language learners despite their confirmed significance and high productivity in English. Proposed explanations include cross-linguistic differences, the complex nature of phrasal verbs, low language proficiency and psychological factors. The present study examines this difficulty among an Arabic-speaking population of Egyptian undergraduates in a foreign language context. To this end, a total of 407 Egyptian undergraduates in a private English-medium university completed a paraphrase task, two gap-filling tasks and a survey. The results confirm the difficulty highlighted in earlier studies, particularly at the production level. The results also show that the under-representation of phrasal verbs in the participants’ production can be interpreted in terms of cross-linguistic differences, passive learning for comprehension and limited language exposure. The study thus supports a multi-faceted model for the explanation of the limited use of phrasal verbs by English language learners, and calls for a revision of the English language teaching programs in Egypt.

Learning chunks of language helps learners sound more natural. Central to the lexical approach is the focus on teaching real English and a shift away from the artificial language found in ELT textbook and which is drawn from the intuition of textbook designers.

This study gives some insights how to assist foreign language learners of English, not just students but teachers and translators as well, to understand and memorize more easily verb-particle constructions so that they can use them in speaking and writing. Following the cognitive linguistic approach we claim that particles are not purely idiomatic but rather build clusters of related meanings and can be used in a quite motivated way. The paper focuses on two of the most frequently used particles: ON and UP. The analysis aims to demonstrate that these particles are polysemous and their meanings derive from a central locative meaning which gives rise to figurative extensions. These abstract meanings develop systematically and this systematicity, hidden behind the apparent arbitrariness, should be explored if we would like to reduce the weight of foreign language memory work.

The paper presents pedagogical implications of theoretical research into phrasal verbs, a common problem for learners of English. As they do not constitute a homogenous semantic group, their learning can be facilitated by focusing on semantic patterns and associated syntactic behaviour. The attention of Slovak students should be drawn to the parallels between English verbal particles and Slavic verbal prefixes.

Teaching English Phrasal Verbs to Non-native Speakers of English
Ali Yunis Aldahesh
The University of Sydney

Abstract:
Researchers as well as learners of English language agree, to a great extend, that the phenomenon of English phrasal verbs (e.g., to break up, to give in, to get away with) (henceforth EPVs) poses a great deal of challenge to non-native speakers who want to learn the language and for interpreters/translators who involve in interpreting/translating them from and/or into the English language. Therefore, successful methods of teaching such complex English expressions to non-native speakers would undoubtedly help facilitate the process of learning them and in turn interpreting/translating them from and/or into English. Scholars from such domains as linguistics, lexicography and pedagogy have at length addressed the issue of teaching EPVs to non-native speakers and come up with a number of practical methods. In this paper this vital issue will be carefully investigated and the methods and materials used for teaching EPVs will be explored.
Keywords: Phrasal Verbs, Linguistics, Pedagogy, Teaching Methods, Teaching Materials

Le costruzioni verbali che vanno sotto il nome di phrasal verbs o verb-particle combinations, estremamente comuni e produttive nelle lingue germaniche, hanno suscitato da sempre l'attenzione di linguisti teorici e applicati. Basterà ricordare i volumi fondamentali di Bolinger (1971) e Fraser (1976) sull'inglese, ma anche contributi più recenti, come ad esempio il volume a cura di Dehé et al. (2002), e infine i vari dizionari esistenti sui phrasal verbs dell'inglese. Contrariamente alla grande popolarità di cui godono all'interno della famiglia germanica, queste costruzioni analitiche risultano essere poco diffuse nelle lingue romanze. Tuttavia, l'italiano sembra aver sviluppato una classe di verbi che per molti aspetti richiama il pattern germanico. Si tratta di costrutti del tipo mettere su, fuggire via, fare fuori, che hanno valori primariamente locativi, ma presentano anche significati più metaforici. Fino ad ora scarsa attenzione è stata prestata a queste costruzioni, che crediamo invece rivestire un ruolo importante all'interno del sistema verbale italiano. La prima trattazione sistematica del fenomeno risale al contributo di Simone (1997) (ma si vedano anche Schwarze 1985 e Venier 1996), che conia per questi costrutti il termine di «verbi sintagmatici» e fornisce una serie di criteri sintattici atti alla loro identificazione. Sebbene poco o nulla sia stato aggiunto negli anni a seguire, negli ultimi tempi sembra essersi sviluppato un rinnovato interesse per queste costruzioni (cfr. per esempio Antelmi 2002, Iacobini 2003, Jansen 2004, Masini 2005). Il presente contributo intende collocarsi in questa serie positiva e mira ad approfondire la conoscenza di questo fenomeno di estremo interesse.

This study presents a critique of some of the corpus-based studies on phrasal verbs carried out in different types of corpora. Not only is it an attempt to provide the reader with some of the revealing findings these works have to offer but it also tends to critically discuss some of the methodological issues associated with them. It starts off discussing the works done on phrasal verbs in general corpora, then goes on to review the studies dealt with the combinations in learner corpora and ends up with looking into the research focused on the presentation of the phrasal verbs in ELT materials. It is hoped that the methodological issues addressed in the study would be taken into account by the interested researchers in their future research attempts.

This study analyses Chinese learners' use of phrasal verbs from a longitudinal perspective. Through a comparison of the learners' output of phrasal verbs with that of two groups of native English speakers (American university students and British secondary school leavers), Chinese learners were found to be capable of producing an adequate number of phrasal verbs. Yet, they did not demonstrate appropriate choice of phrasal verbs. The longitudinal data reveal that the learners' acquisition of phrasal verbs during their three years of study was not always linear. A considerable decrease in the number of phrasal verbs used in the students' writing in their second year was noticed. No considerable increase in the use of phrasal verbs was observed at the end of their third year. Another important finding of this study is that the American students tend to use far more phrasal verbs than their British and Chinese counterparts.

Since we live in an increasingly globalized world, we are definitely more well-informed about the world happenings through various mediums of globalization such as internet, news agencies, news channels, etc. Here lies the important and remarkable role of translation as a medium of conveying messages and transferring information. If a news piece is translated problematically, it may have bad effects on people's thinking about a certain country or it may lead to misunderstanding and misjudgment. Therefore, to produce translations as properly as possible, especially in cultural and cross-cultural aspects of translation which are abundant in news texts, the translators need to apply effective translation strategies. Domestication and foreignization translation strategies are two important strategies of translation in rendering phrasal verbs in news from a source-text language to a culture-specific target-text one. The authors of this study have applied these strategies of translation to English-Persian phrasal verbs in news texts to investigate whether English-Persian translators tend to domesticate the news headlines or foreignize them. The news containing phrasal verbs was analyzed based on the ones from different news agencies and websites. First, some news containing phrasal verbs is analyzed, then the English translations were compared and contrasted. As the results of the study showed, English to Persian translators tend to apply the domestication strategy more frequently. It was concluded that since culture-specific terms and words are difficult to be understood in the target language, the translators mostly tend to localize or domesticate them. This research is helpful in journalistic translation studies, since it focuses on the important features of phrasal verbs as culture-specific and context-bound terms with respect to translation strategies.