THE IDIOMATIC EXPRESSIONS USED BY THE CHARACTERS AS FOUND IN MEGAMIND MOVIE

The researcher discussed about The Idiomatic Expressions Used by The Characters as Found in Megamind movie. The movie has theme of heroic stories, in the dialogue it is found that the contain of idiomatic expressions, the movie storyline was good, has a good language structure and the movie contain the message that "anyone can be a hero". The purpose of this study is to determine the types of idiomatic expressions, the meaning of idiomatic expressions, and the types of idiomatic expressions that are the most dominant in used by characters such as those found in the Megamind movie. The theory used was Adam Makkai theory to look for types of idiomatic expressions, and the theory of Abdul Chaer to look for the meaning of idiomatic expressions. Characters are people which are represented in a dramatic or narrative work. Idioms are complex expressions whose meaning does not logically follow the individual meanings of their constituents. Idioms are divided into 2 parts, namely idioms of encoding and idioms of decoding. Idioms of decoding are divided into 2, namely sememic idioms and lexemic idioms. Lexemic Idioms are divided into 5 types, namely phrasal verbs idioms, tournure idioms, irreversible binomial idioms, phrasal compound idioms, and incorporating idioms verbs. This research is qualitative research and used descriptive method. Based on the formulation of the problem, this study has revealed three findings. Consists of; First, there are 175 idiomatic types found, contained in 3 character characters in the Megamind movie which are divided into 5 types, namely, phrasal verb idioms found 54 idioms, tournure idioms found 5 idioms, irreversible binomial idioms there is no found idioms that used by each character in Megamind movie, phrasal compound idiom found 93 idioms and incorporating verbs idiom found 23 idioms. Second, there are 9 types of idiomatic meanings used by the characters in the Megamind movie, 3 lexical meanings, 4 contextual meanings, 4 grammatical meanings, 8 conceptual meanings found, 44 associative meanings found, 35 referential meanings found, 2 non-referential meanings were found, 33 denotative meanings, and 42 connotative meanings. Third, the most dominant types of idiomatic expressions used are in the main character in the movie, namely the Megamind character totaling 63 types of Phrasal Compound Idioms and as many as 33 types of Phrasal Verb Idioms.

Phrasal verb vs. Simplex pairs in legal-lay discourse: the Late Modern English period in focus

The present paper attempts to describe the divergences between nearly synonymous phrasal verb/simplex pairs from court trials dating back to the Late Modern English period (LModE). The intention was to evaluate the effects that each verb form might exert in discourse, interpreting the lexical choice as functionally linked to the contents of the legal-lay discourse, that is the discourse between lay people and professionals in the courtroom (Heffer 2005: xv). Research to date has highlighted how the choice of one form or another needs to be explained in terms of register and degree of expressiveness (Bolinger 1971: 172; McArthur 1989: 40; Hiltunen 1999: 161; Claridge 2000: 221). However, no studies have yet evaluated the difference between phrasal verbs and simplexes from a phraseological perspective, or reflected on how their use is functionally linked to the communicative needs in courtroom settings. The study was conducted on the Late Modern English-Old Bailey Corpus (LModE-OBC), a self-compiled corpus that covers the century 1750–1850 and that includes a selection of trials drawn from The Proceedings of the Old Bailey, London’s Central Criminal Court.

Evaluating phrasal verb exercises: An investigation into the effectiveness of error-free and trial-and-error learning

<p>Although phrasal verbs are perhaps the most challenging type of verb phrase for L2 students to learn, only a handful of studies have looked into the effects of methods to enhance their acquisition, but these studies focused exclusively on the use of exemplary study input materials. The present thesis investigates this topic by examining and comparing learning procedures that consist of a study trial followed by a test trial (retrieval conditions) with learning procedures that include a test trial followed by a study trial (generation conditions). In the field of cognitive psychology, these two procedures have received considerable attention for the learning of single words but less so in the field of applied linguistics for the learning of phrases. In essence, the use of retrieval and generation conditions for the learning of phrasal verbs by non-native speakers of English was examined in three separate studies in this thesis. Additionally, it investigated the extent to which versions of these conditions occur in general ESL/EFL course textbooks. The studies were carried out in L2 classrooms and data were collected electronically from a group of L2 learners whose L1 system lacks phrasal verbs. In the first study, 199 students from five parallel classes were assigned to either a retrieval condition or a generation condition. In the retrieval condition, the study trial presented a phrasal verb and a paraphrase of its meaning, and then the test trial displayed the initial letter of the verb followed by the paraphrase of the phrasal verb’s meaning. The generation condition was comprised of the same two trials; however, the order of their presentation was reversed, so the test trial preceded the study trial. In the second study, 153 students from four parallel L2 classes were assigned to one of four conditions. All the conditions were comprised of the same study trial and test trial. The study trial presented a phrasal verb along with a paraphrase of its meaning. The test trial displayed the verb of the phrasal verb followed by the paraphrase of its definition. In the study-test condition, the study trial and the test trial occurred consecutively, while in the study-delay-test condition, they were separated by approximately 6.5 minutes. In the test-study condition, the study trial occurred immediately after the test trial, while in the test-delay-study condition, a 6.5-minute interval separated the two trials. The last study examined contextualized versions of the retrieval condition and the generation condition on 172 L2 students from six parallel L2 classes. This thesis produced the following main findings. First, a vast majority (72% to be exact) of phrase learning conditions in existing course textbooks are generation-oriented. Second, the experimental studies showed that retrieval learning conditions offer significantly better short-term learning of phrasal verbs than generation learning, although no such advantage was found in long-term learning retention. Third, contextualized learning (i.e., learning phrasal verbs with the contextual support of exemplars) yields more effective learning than decontextualized learning does. Fourth, errors produced in generation conditions are difficult to unlearn. Overall, these findings provide us with some new insights about the learning and teaching of phrasal verbs. These results also have direct, meaningful pedagogical implications for the teaching of phrasal verbs as they show specifically which teaching procedures are more effective and which ones are less effective or ineffective for the learning of these difficult English verb phrases.</p>

Evaluating phrasal verb exercises: An investigation into the effectiveness of error-free and trial-and-error learning

<p>Although phrasal verbs are perhaps the most challenging type of verb phrase for L2 students to learn, only a handful of studies have looked into the effects of methods to enhance their acquisition, but these studies focused exclusively on the use of exemplary study input materials. The present thesis investigates this topic by examining and comparing learning procedures that consist of a study trial followed by a test trial (retrieval conditions) with learning procedures that include a test trial followed by a study trial (generation conditions). In the field of cognitive psychology, these two procedures have received considerable attention for the learning of single words but less so in the field of applied linguistics for the learning of phrases. In essence, the use of retrieval and generation conditions for the learning of phrasal verbs by non-native speakers of English was examined in three separate studies in this thesis. Additionally, it investigated the extent to which versions of these conditions occur in general ESL/EFL course textbooks. The studies were carried out in L2 classrooms and data were collected electronically from a group of L2 learners whose L1 system lacks phrasal verbs. In the first study, 199 students from five parallel classes were assigned to either a retrieval condition or a generation condition. In the retrieval condition, the study trial presented a phrasal verb and a paraphrase of its meaning, and then the test trial displayed the initial letter of the verb followed by the paraphrase of the phrasal verb’s meaning. The generation condition was comprised of the same two trials; however, the order of their presentation was reversed, so the test trial preceded the study trial. In the second study, 153 students from four parallel L2 classes were assigned to one of four conditions. All the conditions were comprised of the same study trial and test trial. The study trial presented a phrasal verb along with a paraphrase of its meaning. The test trial displayed the verb of the phrasal verb followed by the paraphrase of its definition. In the study-test condition, the study trial and the test trial occurred consecutively, while in the study-delay-test condition, they were separated by approximately 6.5 minutes. In the test-study condition, the study trial occurred immediately after the test trial, while in the test-delay-study condition, a 6.5-minute interval separated the two trials. The last study examined contextualized versions of the retrieval condition and the generation condition on 172 L2 students from six parallel L2 classes. This thesis produced the following main findings. First, a vast majority (72% to be exact) of phrase learning conditions in existing course textbooks are generation-oriented. Second, the experimental studies showed that retrieval learning conditions offer significantly better short-term learning of phrasal verbs than generation learning, although no such advantage was found in long-term learning retention. Third, contextualized learning (i.e., learning phrasal verbs with the contextual support of exemplars) yields more effective learning than decontextualized learning does. Fourth, errors produced in generation conditions are difficult to unlearn. Overall, these findings provide us with some new insights about the learning and teaching of phrasal verbs. These results also have direct, meaningful pedagogical implications for the teaching of phrasal verbs as they show specifically which teaching procedures are more effective and which ones are less effective or ineffective for the learning of these difficult English verb phrases.</p>

THE STUDENTS’ FAMILIARITY TOWARD ENGLISH PHRASAL VERBS: A CORPUS-BASED STUDY

A phrasal verb is considered a challenging area for foreign language learners including those who learn English for specific purposes e.g English for tourism. However, to gain a good level of English, the students must learn phrasal verbs as they are commonly used by native English speakers. This study aimed to know the phrasal verb found in English for Tour and Travel Corpus (ETTC) and whether the students are familiar with the phrasal verbs found by differentiating them with prepositional verbs. The students’ familiarity was measured through a questionnaire and their ability to use them in speaking. ETTC was built from 100 articles related to Tour and Travel, and the annotation using CLAWS 7 was conducted to identify the phrasal verb found in the corpus. Then, the phrasal verbs were listed based on the lemma. Based on the result of the analysis, there are 172 multi-word verbs classified as phrasal verbs. The students who were expected to have already been familiar with them were not able to differentiate between phrasal verbs and prepositional verbs. More interestingly, they do not know all the meaning of phrasal verbs found in ETTC and the speaking test result also proved that using phrasal verbs still needed more effort as the students could not use them accurately. The result of this research can be preliminary data for further research, particularly in teaching and learning English for a specific purpose.

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

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.

Metaphoric and Metonymic Operations for the Iron Expressions

This study uses the word iron as an example to analyze the phenomena of meaning extensions and function shifts from a cognitive semantic perspective. The analysis shows that the meaning extensions of iron, which are systematic and motivated, are present at three word class levels: nouns, adjectives and verbs. The nominal extensions are systematically connected to the parent noun by the metonymy of THE MATERIAL CONSTITUTING AN OBJECT FOR THE OBJECT. The adjectival extensions are motivated by the metonymy of CATEGORY FOR PROPERTY. The verbal extensions are mainly stemmed from the noun extensions and motivated by the metonymy chains of THE MATERIAL CONSTITUTING AN OBJECT FOR THE OBJECT and INSTRUMENT FOR ACTION. The extensions for the phrasal verb iron out are motivated by both the metonymy chains mentioned above and the metaphors of DIFFERENCES ARE WRINKLES, DIFFICULITIES ARE WRINKLES, and PLANS ARE WRINKLES.

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

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.

The Analysis of Phrasal Verbs and Its Vicinity in Elizabeth Gilbert's Eat, Pray, Love

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.

SEMANTIC PECULIARITIES OF PHRASAL VERBS IN ENGLISH

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.