Abstract
Multi-word units like phrasal verbs (PVs) are very common in English, indicating their usefulness in everyday settings. Despite the importance of PVs in both written and spoken discourse, it was reported that language learners generally have great difficulties in understanding and using this linguistic form due to various factors. However, studies examining the treatment of PVs in language reference materials, which may also contribute to learners’ difficulties in understanding PVs are still lacking. Thus, the present study investigates how language reference materials, in particular those commonly prescribed to Malaysian school learners, address and describe this very common and important linguistic feature. Secondary school prescribed textbooks and two learner dictionaries were examined. All sections in the textbooks and dictionaries entries that discuss the selected common PVs were analyzed. Descriptive analysis was conducted to examine how this particular language form is described by looking at the selection of PVs, as well as information provided with respect to PVs. Results of the present study have revealed a number of useful findings with regard to the selection and description of PVs in both reference materials which to date, have not been found in any other studies in Malaysia, to inform relevant parties for further actions.
Highlights
Phrasal verb (PVs) is generally defined as a combination of two lexical elements: a verb (V) and a particle (AVP), which carries a particular meaning
Descriptive analysis was conducted to examine how this particular language form is described by looking at the selection of phrasal verbs (PVs), as well as information provided with respect to PVs
Results of the present study have revealed a number of useful findings with regard to the selection and description of PVs in both reference materials which to date, have not been found in any other studies in Malaysia, to inform relevant parties for further actions
Summary
Phrasal verb (PVs) is generally defined as a combination of two lexical elements: a verb (V) and a particle (AVP), which carries a particular meaning (carry out=perform; look into=investigate; go up=increase). The ‘core sense’ or most common and useful meanings of PVs should be the first sense to be taught and learned This suggests that reference materials providers should take this fact into consideration in the selection of PVs to be included in school textbooks and learner dictionaries. Meanings, do not sort meanings according to the frequency of occurrence, and do not provide more complete information with respect to PVs (Dezortová’s 2010) Taking these problems into account, the present study was carried out to examine how PVs are treated and addressed in the prescribed textbooks and learner dictionaries used by Malaysian school learners. The present study aims to determine whether these reference materials provide sufficient and appropriate information with respect to PVs (i.e. definitions and examples) and take into account the PVs ‘frequency of occurrence’ factor in order to help learners understand and be able to produce this language form appropriately
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