The Ultimate Phrasal Verb Book (original) (raw)
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Phrasal Verbs: Their Teaching and Acquisition
This research study intends to explore the importance of teaching phrasal verbs in the English classroom, as well as to identify the effects that teaching phrasal verbs following an explicit approach has on their acquisition as evidenced by the students' oral performance. The paper will also point out the importance of engaging students in different systematic classroom activities to be able to determine whether their phrasal verbs acquisition becomes significant and improves their oral performance. Finally, the research intends to understand if there is a correlation between the acquisition of phrasal verbs through explicit and systematic activities used in the classroom, and the students' performance and proceduralization of phrasal verbs; and if they when presented and studied explicitly in class, can help the students to incorporate them in their oral performance.
THE NATURE OF ENGLISH PHRASAL VERBS: A SYNTACTICO- SEMANTIC INVESTIGATION
Journal of Communicative English, 2017
The main thrust of this paper is to investigate the syntactic and semantic features of the English phrasal verbs and examine the extent to which undergraduate students understand these features. Phrasal verbs from the stand point of this study were classified into subgroups according to their syntactic and semantic characteristics. The investigation, which is preceded by an extensive literature review, is aimed at tackling silent issues related to phrasal verbs. The paper shades light on the basic definitions of phrasal verbs, deals with the importance of phrasal verbs in English, and examines the syntactic and semantic features of phrasal verbs; to reveal whether these phrasal verbs are transitive or intransitive and separable or inseparable. It also focuses on the differences between phrasal verbs and prepositional verbs. Finally, the literal and idiomatic usage of English phrasal verbs has been reviewed. 684 fresh undergraduate students of Federal College of Education, Zaria, who registered and passed GENS 103 (English and Communication Skills) at credit level and above were selected for the study out of the over 1,200 that have registered for the course. In the light of the findings of the study a number of conclusions are drawn which includes: English phrasal verb consists of two basic components: a lexical verb and a particle (an adverb or a preposition), the meaning of the phrasal verbs is not implied in the meaning of the constituent elements that form them, both transitive and intransitive phrasal verbs can be used as phrasal verb but their state will be different. The results also reveal that although a number of the participants can be said to understand the different characteristics of English phrasal verbs,(43.85% on semantic knowledge, 50.58% on syntactic knowledge and 39.91% on the distinction between Phrasal verbs and Prepositional Phrases) however, larger percentage of them(56.14%, 49.41% and 60.08% respectively) still find phrasal verbs difficult to understand.
Phrasal verbs: Sorting them out
ELT journal, 1990
Phrasal verbs create specialproblems forstudents, partly because there are so many of them, but also because the combination of verb and particle seems so often completely random. These difficulties are sometimes increased by the way in which phrasal verbs are presented in course books or by teachers telling students that they will just have to learn them by heart, thereby implying that there is no system. However, if one looks closely at the particle, patterns start to emerge which suggest that the combinations are not so random after all. A more flexible approach to the relationships between phrasal verbs enables the outline of a system to establish itself. This article looks at how this system works and also at the implications for teachers and course book writers.
1983
This study is the result of an interest in the fields of linguistics and ESL begun ten years ago and nurtured through academic studies and a professional career. I acknowledge and thank Dr. Mary Jane Coole for having introduced me to this very interesting and fascinating field. I thanle her also for encouraging any potential she saw in me that would result in my becoming an 'ES~ specialist'. Finally, I thank her for helping me to continue work leading to a doctoral degree, particularly through the difficulties time and place have offered. This dissertation could not have been completed without her help and professional guidance. I also thanie Dr. William Christie and Dr. Anoop Chandola, who were so kind as to sacrifice vacation time in order to serve on my committee. A large debt of gratitude goes to my mother, Germaine B. Sproul, who took over many of my duties as homemaker and mother to allow me t!1e time and energy to complete this study. Finally, I aclmowledge the love and encouragement of my husband, Reginald A. DaIle, whose emotional support provided the help I needed to continue and finish this worle. I will be forever indebted to him.
Lexical-phraseological features of phrasal verbs and difficulties in their study
2018
Modern English language has a particularly large number of combinations of postpositions with verbs. Their number is growing steadily. This is evidenced by books, dictionaries, dedicated to phrasal verbs and their use. Along with the increasing number, the frequency of their use is also growing. This means that they perform a desired function due to their greater brevity and expressiveness. The study of phrasal verbs is one of the most difficult tasks for a person who wants to improve his or her level of the English language. Phrasal verbs that are more infrequently used in conversation have already moved to the language of the media, business and economy. Phrasal verbs have strengthened their position in the verbal lexicon of contemporary English. Having become a phenomenon of conversational level, they are essential for the communicative act, and offer unlimited opportunities to express virtually all concepts. The article investigates research into the use of the lexical set strategy for teaching phrasal verbs in Kazakhstani universities. Even though the incidence of phrasal verbs is significant in English-speaking countries, little has been written about other causes of the non-use of the forms of PVs except for avoidance. Accordingly, this study explored 302 PVs used in 60 talks by the University students. The author comes to the conclusion that a well-defined strategy for teaching and learning PVs promotes the development of students' foreign language communicative competence.
Transitivity and Intransitivity of English Phrasal Verbs
Academic research in educational sciences, 2020
This article deals with the syntactic and semantic features of English phrasal verbs. It shows whether these phrasal verbs are transitive or intransitive and separable or inseparable, as well as it focuses on the differences between phrasal verbs and prepositional verbs. Each of these explanations is supported with examples.
There’s no such Thing as a “Phrasal Verb”: Insights for Teachers
Journal of Studies in the English Language, 19(3), 63–97, 2024
Phrasal and prepositional multi-word verbs are a thorny topic, rife with semantic and structural obscurities, both theoretical and in teaching-learning. A survey of the history of the topic provides evidence that the very concept of “multi-word verb” is often based on misanalyses. Cognitive Linguistics considerations in particular show that neither verbs nor prepositions functioning as particles lose or change meaning in combinations with each other, making independent contributions to clause-wide meaning, be this idiomatic or literal. Prepositions refer to their subjects’ pathway and/or positioning, while verbs show how those subjects move along pathways, get into position, what they do there, or what happens to them there. In this paper, I argue that students, teachers, and analysts need to identify the meaning content of verbs and prepositions separately from each other, as well a as exploring how they work as part of the whole clause across all contexts to gain a full understanding of their communicative force. My argument leads me to conclude that a cognitive-based approach—one that focuses on verb and preposition meaning domains and semantic networks—appears to be the most effective means of analysing, understanding, teaching, learning, and using verbs and prepositions.
Selection and Presentation of Phrasal Verbs in ESL Textbooks
Theory and Practice in Language Studies, 2013
The emergence of the lexical syllabus and the recognition of the key function of phrasal verbs in language acquisition and fluency gave way to the inclusion of these notoriously challenging structures in the ESL/EFL curriculum. Of main pedagogic concern, therefore, is, with the sheer number of phrasal verbs in the English language and the limited volume of course books, whether the selection and presentation of these forms is informed by research findings. Findings from the current corpus-based study revealed that that selction of these forms in the Malaysian ESL textbooks were more intuitively than empirically-based.
The prepositions verbs associate with: A corpus investigation of collocation in prepositional verbs
NUCB Journal of Language, Culture and Communication, 2011
Prepositional verbs such as focus on, listen to, and account for are much more common in all registers than phrasal verbs and are especially abundant in academic writing. These multi-word lexical items, however, tend to receive far less classroom attention than phrasal verbs and often prove to be a major source of error for even advanced learners of English. Through the examination of an academic writing sub-corpus of the British National Corpus, this study investigates the collocational strength of 192 different verb-preposition combinations in order to determine which ones collocate strongly enough to warrant their being taught as single lexical units. The verb-preposition combinations that collocate most strongly are presented and some implications of these findings for pedagogical practice in the area of prepositional verb instruction are subsequently discussed.
Investigating the Difficulties of Understanding and Using English Phrasal Verbs
2019
College Of Graduate Studies College of Languages (MA, in linguistic) Investigating the Difficulties of Understanding and Using English Phrasal Verbs (A Case study of Second year English Language Student) (at AL-Neelain University College of Arts ) مهف يصقت مادختساو تابوعص هبكرملا لاعفلاا يف ةيزيلجنلاا هغللا دلأا ةيلكب ةيزيلجنإ ةغل ةيناثلا ةنسلا بلاط ةلاح ةسارد( ا ب – ج ا ةعم ) نيلينلا A Thesis Submitted in Fulfillment of the Requirement for the Degree of M.A in Linguistics