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 Verbs in Mechanical Engineering Discourse: A Case Study

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.

The Manners Of Cognitive Processin Translating English Phrasal Verbs Into Indonesian

This study dealt with the cognitive process of students in translating English Phrasal Verbs into Indonesian by using the think-aloud protocol (TAP) technique and introspective interview. The objectives of the study was1) to elaboratethe manner of cognitive processes occurring in translating English Phrasal Verbs into Indonesian . This research was conducted by descriptive qualitative design. The source of data was the bilingual students, they were sixth semester students of English Education Program at State University of Medan. The source of data were taken by using Snowballing Technique. The data consisted of the transcription of audio recorded observation of think-aloud protocols (TAP), and the transcription of interview. The findings showed that there are six behaviors available during the process of translation done by the students, namely 1) reading the text, 2) alternating between the SL and the TL 3) monitoring the proposed translation, 4) consulting the dictionary 5) paraphrasing, and 6) translation. The cognitive processes occur when the subjects 1) read the text, either they read the whole SL or segment by segment, 2) kept repeating the term (the lexical) which indicates hesitation, questioning, and remembering the real meaning 3) were not able to make decision for an equivalent, 4) did not understand the meaning of verbs and consult the dictionary, 6) tried to clarify a concept and reformulate a proposed translation by paraphrase, and 7) wrote down a translation and express it orally.

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.