scholarly journals A principled Cognitive Linguistics account of English phrasal verbs with up and out*

2014 ◽  
Vol 7 (1) ◽  
pp. 1-35 ◽  
Author(s):  
NARGES MAHPEYKAR ◽  
ANDREA TYLER
Keyword(s):  
Cognitive Linguistics ◽  
Phrasal Verbs ◽  
Verb Constructions ◽  
Multiple Meanings ◽  
Phrasal Verb

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.

Inside phrasal verb constructions

2016 ◽  
Vol 2 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Sandra C. Deshors
Keyword(s):  
Recent Work ◽  
English Learners ◽  
Analysis Approach ◽  
Association Patterns ◽  
Phrasal Verbs ◽  
Mutual Attraction ◽  
Verb Constructions ◽  
Semantic Complexity ◽  
Phrasal Verb ◽  
Different Levels

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.

scholarly journals Verb-particle constructions in Cognitive Linguistics perspective: Compositionality behind selected English phrasal verbs

2019 ◽  
Vol 5 (1) ◽  
pp. 29-45
Author(s):  
Izabela Jarosz
Keyword(s):  
Composite Structures ◽  
Cognitive Linguistics ◽  
Current Paper ◽  
Semantic Relations ◽  
Phrasal Verbs ◽  
Multiple Meanings ◽  
The Senses ◽  
Verb Particle Constructions

The developments in Cognitive Linguistics have made it possible to uncover multiple meanings of composite structures to the effect that more and more scholars have become interested in the issue of semantic relations in verb-particle constructions. With only a handful of those focusing on both elements of such constructions, many of them have directed their research towards the study of particles exclusively. The current paper aims to advance the study on phrasal verbs by offering a new outlook on their compositional nature. In order to achieve a desired aim, the principle of partial compositionality is adopted here. Hence, apart from focusing on both the verb and the particle, the senses that go beyond those comprising the composite parts receive considerable attention in this study. The phrasal verbs singled out for the purpose of the analysis include: get and take with selected spatial-orientational particles.

scholarly journals Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List

2018 ◽  
Vol 9 (5) ◽  
pp. 121
Author(s):  
Ryan Spring
Keyword(s):  
High Frequency ◽  
Cognitive Linguistics ◽  
Qualitative Data ◽  
Phrasal Verbs ◽  
Esl Education ◽  
Corpus Studies ◽  
Phrasal Verb ◽  
Practical Instruction

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.

SEMANTIC PECULIARITIES OF PHRASAL VERBS IN ENGLISH

2021 ◽  
Vol 76 (2) ◽  
pp. 14-19
Author(s):  
K.S Aldasheva ◽  
◽  
A. Nurym ◽  
Keyword(s):  
Cognitive Linguistics ◽  
English Learning ◽  
Phrasal Verbs ◽  
Phrasal Verb

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.

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 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 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.

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