English Verbs Research Articles

The Semantic Meaning of Verb+ Particle Construction Based on Emergent Metaphor Theory

The origin of Verb+ Particle can be traced back to the Old English period. During the development of Old English to Middle English, the Particle slowly replaced the role of verbal prefixes, and by the late Middle English, it completely replaced verbal prefixes and became a category used quite frequently in everyday English communication. The Verb+ Particle is one of the English phrasal verbs, and because of its multiple meanings, Chinese English learners easily confuse the meaning and make mistakes when acquiring and applying it, thus its becoming a major obstacle for English learners. The thesis tries to use emergent metaphor theory and construction grammar theory in cognitive pragmatics to analyze the semantic meaning of the four common particles down from the form and meaning of Verb +particle constructions, and then to use the meaning features to relate the specific meaning items of Verb + particle. participants, thus strengthening the ability to understand and use Verb +particle in specific contexts, and exploring a new path for English learners to understand the semantic meaning of Verb+ particle.

Equivalent Classification of Verb Forms in English and Kyrgyz Languages (Based on the Gerund and Special Forms of the Verb)

In the Kyrgyz language, there are various forms of verbs that do not preserve the basic lexical and grammatical meaning of the verbs. We call them special forms of verbs. The same phenomenon occurs with verbs in English grammar. They are called impersonal verbs. Is to classify verb forms in English and Kyrgyz languages based on gerund and special forms of the verb. The article analyzes the forms of verbs in two languages, although their names are different, proves the similarities and differences in their functions and meanings in the sentence, and also establishes a classification of equivalence. In the Kyrgyz language there are also various forms of verbs that do not preserve the main lexical and grammatical meaning of the verbs. We analyzed the forms of verbs in English and Kyrgyz languages and proved that although their names are different, they have both similarities and differences in their function and meaning.

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A Translation Analysis of Idiomatic Expressions in The Webtoon Comic Entitled ‘Winter Wood'

<p align="justify">This study was undertaken to examine the type of idiomatic expressions, translation techniques used by translators in translating the idioms from English into Indonesian, as well as to assess the translation quality in terms of accuracy, acceptability, and readability.</p><p align="justify">This research adopted a descriptive qualitative method since the result of this study were expressed in words and sentences. Documents and informants were used as data sources. The data consisted of all idiomatic expressions in the form of phrases taken from the Webtoon comic 'Winter Woods,' while the informants were three raters who assisted in classifying the types of idioms, translation technique, and assessing translation quality in terms of accuracy, acceptability, and readability. In choosing the source of data and the raters, this study used a purposive sampling technique to select a text that has a sufficient number of idioms and informants. The data were gathered using two methods: content analysis and focus group discussion.</p><p align="justify">According to the research findings, there are 94 idioms in the 'Winter Woods' comic. It was found that 5 out of 6 types are found. They are phrasal verb, prepositional phrase, idiom with a verb as a keyword, idiom with a noun as a keyword, and idiom with an adjective as a keyword. It was discovered that the translators applied six different translation techniques to translate the idioms. They are idioms with similar meanings and forms, idioms with similar meanings but different forms, paraphrase, borrowing, omission of the idiom's play, and omission of the entire idiom.</p><p align="justify">Phrasal verb is the dominant type of idiom found in the source language because about 80 percent of verbs in English are PV. This is the reason why PV is the dominant type of idiom found in the ‘Winter Woods’ comic. Of 6 translation techniques, paraphrase is the dominant technique used by the translators to translate phrasal verb since there is no such language structure as phrasal verb in target language. According to translation quality assesment, the translation of idiomatic expressions in ‘Winter Woodss’ comic is considered as accurate, acceptable, and readable as the translators have accurately transfered the meaning of the idioms while at the same time making it easy for the target readers to understand. Furthermore, any translation techniques are welcome in translation (in this case, idiom translation) as long as the message is fully conveyed in target language.</p>

Types of Causative Verbs in English, Their Forms and Usage in Different Contexts

Causative verbs are an essential part of the English language, allowing speakers to describe the act of causing something to happen. This paper provides an overview of causative verbs in English, their various forms and uses, and some common misconceptions about their usage. The paper also explores how causative verbs can be used in different tenses and how they interact with modal verbs. Finally, the paper examines the use of causative verbs in passive voice constructions.

Weighing up the Effect of Contextual Cues in Learning English Phrasal Verbs: Is Context the Answer to Avoidance?

Research on English phrasal verbs indicates that these lexical units are problematic and hence difficult to deal with by EFL learners. Thus, one common strategy learners use when encountering phrasal verbs is avoidance: i.e. simply to avoid decoding them in spoken or written content as well as avoid using them in their own speech or writing. This study examines whether contextual cues, i.e. written or spoken context surrounding phrasal verbs, could be of any help to EFL learners in dealing with such lexical units both in receptive and productive tasks. A total of 60 English majors at King Abdulaziz University sat at two separate testing sessions in which they were tested on their recognition as well as recall of 30 preselected unknown English phrasal verbs. Using a between-groups design, the subjects were randomly allocated to three intact groups based on the amount of phrasal verb contextual cues they were exposed to during the first testing session: no contextual cues (control group), sentential-level cues (treatment group 1), and paragraph-level cues (treatment group 2). A receptive multiple-choice test on the target phrasal verbs was conducted during the first session followed by a productive fill-in-the-blank cloze test on the second session. The results of one-way between-groups ANOVA indicate that the paragraph-level cues group outperformed both the no contextual cues group as well as the sentential-level cues one on the receptive measure. However, none of the three groups exhibited any significant differences in their performance on the productive measure. These findings emphasize the role of contextual cues in decoding English phrasal verbs in the receptive mode (i.e. during listening or reading tasks) but call for exploring alternative routes to contextual cues in aiding EFL learners’ use of these lexical units in the productive mode (i.e. during speech or writing tasks).

Verb Forms of Sikka Krowe Language: a Contrastive Analysis

Language is a crucial factor in teaching and learning. The language could be mother tongue, foreign language or local language. This research was aimed at finding and describing about English and Sikka Krowe language verb forms, the similarities and differences of both language verb forms, the implications of the similarities and differences of English and Sikka Krowe language verbs in teaching English in EFL setting. This research was classified as a qualitative study. The techniques of data collection used in this research were interview and study document. The result of the research showed that both English and Sikka Krowe language verbs changed based on subjects as in English. There are some verbs which do not change in all forms for all times. The difference was that Sikka Krowe language verbs did not have any grammatical tense as in English. Each subject has its own verb form which is used for all times. English have six basic verb forms namely base, to infinitive, present, past, present participle and pas participle whereas Sikka Krowe language only has base forms which different for each subject. Since the difference of both language is caused by the grammatical tense of the verbs, the recommended methods which could be applied are grammar translation method and community language learning.

Mind the gap: Psycholinguistic and individual factors affecting expressive and receptive vocabulary skills in English-Gaelic bilingual children

AbstractThis study investigated the psycholinguistic and child-related variables that modulate vocabulary development and the so-called receptive–expressive gap in child L2 learners of Gaelic with English as their L1. In total, 50 6- to 8-year-old English-Gaelic bilingual children attending Gaelic-medium immersion education were administered the English and the Gaelic Crosslinguistic Receptive and Expressive Lexical Tasks (CLTs). On the Gaelic CLT, children performed better on nouns than verbs. Accuracy was modulated by item-related variables such as the estimated age when a word is acquired and its morphophonological complexity. The receptive–expressive gap was larger in the minority L2 than in the majority L1 and did not narrow after 1 year of schooling. The gap was smaller for nouns than verbs in English but not in Gaelic. Exposure to English differentially affected the receptive–expressive gap across languages. This study offers new insights into the psycholinguistic and individual factors affecting the receptive–expressive gap in bilingual children in immersion education.

Exploring Learning of English Phrasal Verbs via Cellphones: Practice and Exposure Effects

<p>本研究使用混合研究法，招募大學生參與以了解手機輔助英文雙字動詞片語之學習。我們使用手機上Quizlet軟體及設計為期五週的課外練習活動，並從語料研究之詞義使用頻率選擇目標片語，含 37 個動詞片語（有50 個單義及多辭義）。我們施以前後測及延遲後測以評估學生在選擇和填充題的表現(代表片語辨識及生成知識也含單義及多義)。我們選出九位學生進行三次訪談以了解他們如何自接觸英文中學得片語。研究發現學生後測顯著優於前測，並能於延遲後測上保持，填充題成績高於選擇題。問卷顯示學生對Quizlet練習大致滿意，各接觸因素當中僅詞彙能力和片語表現相關性高。數位世代的大學生多半接觸數位文本及媒體以學習英文。我們最後對教師以及研究學者提出建言。</p> <p> </p><p>To understand how cell-phones help the learning of English phrasal verbs (PVs), the study adopted a mixed-methods approach and recruited college students as participants. We designed 5-week treatment using smartphone Quizlet as out-of-class exercises. The treatment included 37 PVs (50 meanings with either single-sense or polysemy), which were selected from a corpus-based list of meaning frequency. To assess the treatment effect, 50 multiple-choice (MC, receptive PV knowledge) and 50 gap-filling items (GF, productive knowledge) were designed as pre-posttest assessment tasks including a delayed posttest. The MC and GF items also contained single-sense and polysemous PV questions. Nine selected students based on their vocabulary levels were interviewed three times after the treatment over an academic year. The results showed that, after the Quizlet practice, students improved their productive and receptive PV knowledge significantly--more on the productive component, and maintained the effects two weeks later. Questionnaire responses indicate that students showed the positive attitude toward the designed PV practice. Among various factors for PV knowledge exposure, only students’ vocabulary level showed a strong influence. Being digital natives, our learners favored digital means or texts for English learning of phrasal verbs and out-of-class exposure. Pedagogical implications and future research are suggested.</p> <p> </p>

Social role effects on English particle verb variation fail to replicate

AbstractThe English particle verb alternation has been argued to be sensitive to the social role occupied by speakers on radio broadcasts; Kroch and Small (1978) argue that radio show hosts and in-studio guests’ greater sensitivity to prescriptive norms makes them more likely to use the joined variant of the alternation than listeners calling in to the show. This study analyzes 10,521 tokens of variable particle verbs from the RadioTalk Corpus (Beeferman et al. 2019) to try to replicate the effect of speaker role. Our analysis confirms that direct object length, register, a measure of frequency, semantic compositionality of the particle verb, and the particle's prosody all condition the alternation. However, the effect of social role does not replicate.

Характерологическая функция глаголов передвижения (на материале белорусского и английского языков)

The article touches upon a relevant linguistic problem of representation of knowledge about a person in the word semantics. The object of the study is Belarusian and English verbs denoting the movement of a person. The author uses a complex method to reveal implicatory semantic features in the verb meaning, including conceptual analysis and modelling of the situation of movement, component analysis of meaning on the material of dictionary definitions, contextual analysis of concordance examples from national text corpora (COCA, Belarusian N-corpus). As a result of the study, several inferential schemes were identified. These schemes reflect the combining patterns of differential semantic features in the core of verb meaning (movement parameters) and implicatory features of person's characteristics: "direction of movement – person's desire, intention", "body posture – social evaluation", "speed – energy, emotion", "purpose – morality, will". The presented schemes of inferential knowledge, as well as the characteristics of a person that were identified in the meanings of the verbs of movement during the research, serve as a semantic basis for verbs of movement to implement a characterizing function in speech: a description of movement in a certain manner induces a characteristic image of a person. The results of the study proved the hypothesis that some knowledge about a person as a performer of the designated movement is stored in the implicational of the verb meaning. This knowledge becomes the target for inference based on the associative links between the differential components of meaning in the verbs of movement.

OCCURRENCE OF ENGLISH VERB PREDICATES IN THE FUNCTIONAL-SEMANTIC FIELD

This article explores the occurrence of English verb predicates within the functional-semantic field. It aims to analyze how verb predicates are used in different contexts and how their meanings and functions vary based on their syntactic and semantic properties. The study utilizes a corpus-based approach to investigate the distribution and patterns of verb predicates across various domains. The findings reveal the diverse roles and functions of verb predicates in different contexts, shedding light on their importance in understanding the English language.

Difficulties in mastering phrasal verbs in professional English

The article deals with the issue of the usage of phrasal verbs in professional English. First, profound knowledge of modern English is impossible without a confident command of phrasal verbs. Secondly, phrasal verbs are among the most used verbs in everyday colloquial speech and it is impossible to imagine modern English without them. One of the predominant features of phrasal verbs is that the meaning of the same verb can change beyond recognition or become opposite in combination with different postpositions. Precisely because of this, the purpose of the research is connected with the identification of challenges encountered in mastering phrasal verbs due to these combinations functioning not only at the everyday level but also as a full-fledged component of the language ofprofessional communication. This suggests that the semantic relationships between the parts of phrasal verbs are crucial. To achieve the set goal, the following methods of teaching were applied: descriptive (for a general description of the context of a phrasal verb in English); contextual-interpretive (to identify the functional and semantic meaning of a phrasal verb), as well as a method of creating a problem situation using a phrasal verb. The author highlights the main features of phrasal verbs that cause difficulties in learning English, considers lexico-semantic variants of phrasal verbs presented in modern phraseological dictionaries; gives some examples of professionally oriented phrasal verbs in modern English and the reasons for their appearance. It has been proved that modern English is difficult to imagine without them owing to their specificity, diversity of the context, and semantic relationships between the parts of phrasal verbs. The same can be said about their polysemy, variety, and idiomaticity. Such popularity of phrasal verbs is explained by their semantic brevity and informativeness. They can be a highly productive means of language economy. The functioning of phrasal verbs is directly related to the mobility of these language combinations, and their ability to acquire new and transform existing lexical meanings for their expansion to new concepts and phenomena. In turn, scientific and methodical bases of using phrasal verbs in the appropriate professional English context will serve as a perspective for further research.

NOTION RELATED FEATURES OF THE PERFORMATIVES COMPRISING THE VERB “TO SUGGEST” IN ENGLISH ACADEMIC DISCOURSE

The article dwells upon the study of speech acts produced within the frames of the English academic discourse wherein the illocutionary act represents an ultimate unit to consider. Hence, there is an attempt made herein to look into the notion of performativity of English verbs, with the verb “to suggest” being an integral part of the English modals can/may-comprising constructions and playing a key role in this analysis. The field of this study is dedicated to the semantics of an event in academic medical discourse, aimed at revealing the possible trends for mental representations in the course of medicine-related texts reading as well as modelling possible scenarios of such events and their occurrence. The aforementioned information with due account of such terms as plau-sibility, certainty and likelihood that are of high importance when it comes to the medicine and health-related topics, brings across the purpose of this study. This work is thus aimed at proving (and finding the corresponding evidence or reasoning) the fact that the verb “to suggest” belongs to the performative ones. Such methods as due observation and systematic analysis help us reveal the comprehensive properties of the verb “to suggest” as a basis underlying the author’s intentions and representing the new special type of performatives named “implicitly assertive” as suggested by Y.M. Suleymanova in her study dedicated to the performative types.In the course of this study, we consider a handful of possible scenarios with can/may-comprising constructions following the main clause introduced by the verb “to suggest” and apply the theory of speech acts developed by J. Austin. The findings we obtain herein bring us to the conclusion that the verb “to suggest” should be referred to as a performative verb, belonging to the so named class of “implicitly assertive performatives”.

Second and foreign language learners: The effect of language exposure on the use of English phrasal verbs

Aims: This study investigates the possible effect of language exposure on the use of multiword units, and more precisely phrasal verbs with up. It compares two learner populations that receive different types and amounts of input, namely, learners of English as a second language, who get exposed to English in various everyday contexts, and learners of English as a foreign language, whose main source of exposure to English is limited to language classes. Data and analysis: The study is based on the analysis of written and spoken corpora, including reference corpora of native English. It considers the frequency of phrasal verbs, the structures they occur in, and the verbs used with the particle. Findings: The results show that the two groups of learners present some similarities, including a tendency to keep the verb and the particle next to each other even when an object could easily be inserted in-between. However, they also differ from each other in ways that could reflect their type and degree of exposure to English, with learners of English as a second language generally behaving in more native-like ways than learners of English as a foreign language. Originality: The article considers the multiword status of phrasal verbs, and in particular particle placement, among two populations of learners who differ in the type and amount of input they receive in the target language. Significance and implications: There appears to be a stronger sense of unity between the verb and the particle of phrasal verbs for learners than for native speakers of English. Learners should be made aware of the contexts that favour particle mobility.

BEHAVIOR OF VOICES IN THE BUSINESS AND ECONOMIC LANGUAGE: A CASE OF ENGLISH-ARABIC TRANSLATION

The present paper delves into business and economic English and Arabic texts to describe the language and translator's norms and to justify these norms with regards of voices translation. The sample is collected manually from two e-portals where 20 texts were drawn from each website. It is found that translators use oblique translation methods to render passive constructions into Arabic in their endeavor to attain more idiomatic Arabic. Although translators are inclined to use the active voice more than the passive, this usage is mostly limited to dynamic verbs where English active stative verbs were modulated to passive Arabic beside the reduced adjectival phrases. The only gain of meaning or effect is achieved when the active English stative verbs became dynamic Arabic passives in order to give a stronger reporting of information. The findings contribute in characterizing the business and economic voice’ behavior in English and Arabic in an attempt to integrate the findings with the findings of other genres.

THE DISTINCTIONS OF VERBS OF STEALING AMONG ARABIC-ENGLISH TRANSLATORS

This paper investigates the distinctions of verbs of stealing among Arabic-English translators. First, the four verbs selected for this study were ‘shoplift’, ‘rob’, ‘burglarize’, and ‘heist’. Second, visual stimuli for four verbs of stealing were developed along with their dimensions of distinctions. Six participants were presented with these visual stimuli and were asked to describe them in Arabic and English, along with their respective definitions. Semantic analysis of the English naming pattern revealed that the participants had not demonstrated any knowledge with regard to the English-based dimensions of meaning for the four respective verbs, showing no consistent distinctions among them. Rather, these participants used general English verbs to describe more specific actions, a pattern that was emulated in their Arabic naming pattern, which might suggest conceptual transfer. The only verb that generated the best answers in English was the verb ‘rob’ and that might be due to the exact lexicalization pattern in both English and Arabic in the sense both use single-verb format to express the same idea. This result suggested the positive effects of the one-to-one lexicalization pattern of the L1 on the acquisition of L2 verbs whereas the more-to-one lexicalization patterns had negative effects.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0008/a.php" alt="Hit counter" /></p>

A cognitive approach to the allegedly left-headed prefix verbs in German:

In this article, the much discussed problem of apparently left-headed German prefix verbs (e. g. besohlen ‘sole’, erschneidern ‘obtain by tailoring’, verschimmeln ‘become mouldy’) will be addressed from a cognitive perspective. It will be argued that nominal bases are metonymically reconceptualized as events inside the derivatives. This proposal has two advantages over previous approaches. First, it is not necessary to assign verbal or verbalizing properties to the prefixes be-, ent-, er-, ver-, and zer-, which have their origin in prepositions or adverbs. Secondly, an overgeneration of virtual verbs, i. e. of verbs which are not or no longer attested (e. g. *dachen ‘roof’, †sohlen ‘sole’) is avoided because the metonymic and hence purely conceptual verbalization process takes place in the context of the inseparable prefixes. The prefixes neither change the word-class of their bases nor provide argument structures, which are predicted by a small set of conceptual event schemata. The function of the prefixes is rather to add semantic or aspectual information. Synchronic support for the proposal to be presented first of all comes from the fact that conversion, which historically preceded prefixation in German, is still active. Contrastive analyses of English and German non-derived denominal verbs will illustrate this point. Moreover, many prefix verbs still co-exist with non-derived denominal verbs (e. g. schottern (< Schotter ‘gravel, ballast’) vs. beschottern, entschottern, verschottern). A more general observation is that the compatibility of denominal verbs with the holistic (or ‘synoptic’) perspective conveyed by the inseparable prefixes depends on the metonymic patterns underlying these verbs.

Translation of Auxiliary Verbs in Novel the Fault in Our Stars

This study intends to: (i) analyze the forms of auxiliary verbs and their translation found in the data source, (ii) analyze the translation strategies used in the translation process from the source language and target language. This research study focuses on English auxiliary verbs and their translations into Indonesian found in the novel entitled “The Fault in Our Stars” and the translation strategies in the translation process. In analyzing the data, the analysis uses the translation strategies proposed by (Chesterman, 2016). The method that the researcher employs is namely qualitative method, while the approach is descriptive qualitative. The data taken is purposeful sampling. The data taken for each auxiliary verbs are 50 data. This research shows that most of the English auxiliary verbs are not translated in Indonesian because there is no fixed equivalent for auxiliary verbs in Indonesian. There are only four strategies out of thirty strategies proposed by Chesterman are used. The strategies are literal (7 data), transposition (28 data), unit shift (12 data), and compression (28 data). Moreover, the dominant strategy used are transposition and compression, for each of them is 28 data. Thus, it can be implied that only 2 of 30 translation strategies that mostly used in translating auxiliary verbs.

Функционирование континуальных форм английского глагола как межкультурный компонент профессионально-ориентированного обучения иностранному языку

The aim of the paper is to determine the need to introduce the main aspects of intercultural interaction in the field of professionally oriented teaching of English as a foreign language from the perspective of linguopragmatics in general and the communicative-pragmatic intention of the speaker in particular. The author of the paper points out that a cognitive-pragmatic approach should be followed in foreign language teaching. The paper is novel in that its author proves that there is a need to take into account the cognitive-pragmatic level of English grammar mastery and the speaker’s intentions (in particular, when observing the functioning of Progressive verb forms) when teaching professionally oriented English in terms of intercultural communication skills development. The paper describes the features of the English verb tense category; identifies the ways of intention expression through continuity; determines the extent to which culture-specific variants of the functioning of English Progressive verb forms are represented in textbooks and teaching aids in the subject. As a result of the study, it has been found that the learning and teaching support kits used in the practice of teaching a professionally oriented block of a foreign language do not take into account intercultural differences in the functioning of verb forms, which confirms the need to modify the learning and teaching support kits in order to focus students’ attention on both the intentional load of English grammar and continuity.