scholarly journals PHRASAL VERBS IN THE SYSTEM OF LEXICAL UNITS OF MODERN ENGLISH AND THEIR CLASSIFICATON

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 148-152
Author(s):  
Nadiia Sheverun ◽  
Alina Dzhurylo
Keyword(s):  
Phrasal Verbs ◽  
Frequency Of Use ◽  
Phrasal Verb ◽  
Correct Understanding

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.

scholarly journals AN IDENTIFICATION OF PHRASAL VERB IN MOVIE ENTITLED “BEGIN AGAIN”

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
I.G.A.Y. Mahendra ◽  
I.D.P Ramendra ◽  
D.A.E. Agustini
Keyword(s):  
Qualitative Research ◽  
Statistical Analysis ◽  
Phrasal Verbs ◽  
Additional Resource ◽  
Good For ◽  
Phrasal Verb ◽  
Main Instrument ◽  
Total Usage ◽  
Descriptive Qualitative

This study aimed at: 1) describing the types of phrasal verbs used in movie entitled “Begin Again”. 2) meaning of phrasal verbs by using syntax used in movie. This study was descriptive qualitative research mainly focused on discovery rather than using statistical analysis. This study used phrasal verb in movie as the object. This study used researcher as main instrument and dictionary to help researcher in collecting the data. This study showed total usage of phrasal verbs in movie. There are 42 Transitive (22 separable, 20 inseparable), 65 Intransitive. Teachers teach about phrasal verb easier and entertaining because object was easier to understand and avoid boredom in learning. Students directly know when they use phrasal verb. Students can be help them to know about phrasal verb and learn something by watching movie which is good for their behaviour. For other researcher can be an additional resource to make similar study.

scholarly journals The analysis of phrasal verbs found in blood diamond movie by edward zwick

2021 ◽  
Vol 2 (2) ◽  
pp. 208-216
Author(s):  
Muhammad Reza Jufri Yasin ◽  
I Gusti Bagus Wahyu Nugraha ◽  
I Gusti Agung Sri Rwa Jayantini
Keyword(s):  
Qualitative Method ◽  
Phrasal Verbs ◽  
Phrasal Verb ◽  
Movie Script ◽  
Observation Method

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.

scholarly journals A Validation Study of the CEFR Levels of Phrasal Verbs in the English Vocabulary Profile

2012 ◽  
Vol 3 ◽  
Author(s):  
Masashi Negishi ◽  
Yukio Tono ◽  
Yoshihito Fujita
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Test Data ◽  
Validation Study ◽  
Complex Relationship ◽  
Phrasal Verbs ◽  
Japanese Students ◽  
Previous Version ◽  
Phrasal Verb ◽  
Development And Validation

AbstractThis article reports on a part of the development and validation project for the English Vocabulary Profile (EVP). The previous version of the EVP included 439 phrasal verbs as well as 4,666 individual word entries. Each of their meanings is ordered according to its CEFR level. The aims of the study are to identify the actual difficulty of each phrasal verb, to validate the tentative decision of the CEFR levels, and also to explore factors that explain the difficulties, by using textbook corpora. In order to carry out this research, we developed a phrasal verb test of 100 items, consisting of four A1 items, nineteen A2 items, forty B1 items and thirty-seven B2 items. Approximately 1,600 Japanese students took this test. We analysed the test data, using item response theory. The results of the test show that although the average difficulties of the phrasal verbs in each level were ordered according to the level prediction, the ranges of the difficulties in each level overlapped. The analysis of textbook corpora reveals that there is a complex relationship between the difficulty levels of phrasal verbs and their frequencies in the textbooks. We discuss its implications and possible improvements for the EVP.

scholarly journals O processamento de phrasal verbs figurativos

2019 ◽  
Vol 61 ◽  
pp. 1-23
Author(s):  
Danielle dos Santos Wisintainer ◽  
Mailce Borges Mota
Keyword(s):  
Reading Time ◽  
Phrasal Verbs ◽  
Total Reading Time ◽  
On Line ◽  
Phrasal Verb

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.

scholarly journals Polisemia diatópica del verbo sintagmático español

2020 ◽  
Author(s):  
Antonio Pamies Bertrán
Keyword(s):  
Automatic Extraction ◽  
Lexical Selection ◽  
Phrasal Verbs ◽  
Contrastive Study ◽  
Global Result ◽  
Phrasal Verb

English phrasal verbs are phraseological units derived from the amalgam between a verb and an adverbial or prepositional particle, which, synchronically, are not a discursive combination but the global result of a single lexical selection. This construction is also found in other languages, although with a different name (e.g. the Italian verbi sintagmatici or the German trennbare Verben) and it may also have more than one meaning. This contrastive study focuses on the polysemy of the Spanish phrasal verb, taking into account its diatopic variation and with the help of automatic extraction tools in electronic corpus.

Making Sense of Out Phrasal Verbs: the Instruction of Out Senses

RELC Journal ◽  
2019 ◽  
Vol 51 (3) ◽  
pp. 364-380
Author(s):  
Fei-Hsuan Liao
Keyword(s):  
Learning Outcomes ◽  
Traditional Approach ◽  
Control Group ◽  
Verb Learning ◽  
Phrasal Verbs ◽  
Making Sense ◽  
Reading Materials ◽  
Phrasal Verb ◽  
Metaphorical Extension ◽  
Experimental Group

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.

scholarly journals The Conceptualization of English Phrasal Verbs by Greek Primary School Learners: An Empirical Cognitive Approach

Languages ◽  
2019 ◽  
Vol 4 (3) ◽  
pp. 51
Author(s):  
Efthymia Tsaroucha
Keyword(s):  
Primary School ◽  
Elementary Students ◽  
Image Matching ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Image Schemas ◽  
Image Schema ◽  
Phrasal Verb ◽  
Component Particle ◽  
The Way

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.

scholarly journals Comparing the Effect of One-way versus Two-way Tasks on Iranian Intermediate EFL Learners’ Phrasal Verb Learning

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Mohammad Reza Khodareza ◽  
Gholamhossein Shabani
Keyword(s):  
Verb Learning ◽  
Phrasal Verbs ◽  
Intermediate Students ◽  
Efl Learners ◽  
Paired Samples ◽  
Comparison Groups ◽  
Group A ◽  
Phrasal Verb ◽  
The One ◽  
Age Range

<p>The aim of this study was to investigate the effect of one-way and two-way tasks, as two various techniques for teaching vocabulary, on Iranian intermediate EFL learners' phrasal verb learning. The participants in this study were sixty EFL learners majoring in TEFL, all of whom were in the second semester of academic year 2015. In order to establish a homogenized group, a test of proficiency titled CELT was administered to ninety sophomore students, and sixty were selected to serve the purpose of the study.  They were intermediate students with the age range within 18 to 29. After the administration of the proficiency test as the homogeneity, they were then divided into two equal comparison groups, either of whom comprised thirty participants: one-way task (OWT) and two-way task (TWT) groups. A pretest, comprising forty multiple-choice phrasal verbs, was administered to the both groups. Then both groups underwent twelve sessions of treatment (treatment for the TWT group, and placebo for the OWT group). The OWT group was taught phrasal verbs by means of one-way task, and the TWT group was taught vocabulary via two-way tasks as input. After the treatment period, the same version of phrasal verb test was administered to both groups as posttest to examine the effectiveness of the treatment. Both groups in this study were taught by the same researcher and through the same methodology. The data were analyzed through running paired-samples and independent samples t-tests, the outcome of which revealed that both the OWT group and the TWT group had vocabulary gains but the effect of two-way tasks on phrasal verbs learning was more salient than that of the one-way task group. The implications and recommendations were also presented.</p>

scholarly journals Avoidance

1989 ◽  
Vol 11 (3) ◽  
pp. 241-255 ◽  
Author(s):  
Jan H. Hulstijn ◽  
Elaine Marchena
Keyword(s):  
Second Language ◽  
Avoidance Behavior ◽  
Multiple Choice ◽  
Causal Role ◽  
Phrasal Verbs ◽  
Safe Strategy ◽  
Phrasal Verb ◽  
Esl Learners

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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