Multi-word Research Articles

Investigating Malaysian Learners’ Preference in the Use of One-word Verbs vs Multi-Word Verbs

Investigating Malaysian Learners’ Preference in the Use of One-word Verbs vs Multi-Word Verbs

Multi-Word Verbs vs. One-Word Verb Construction: Between Avoidance and Preference in EFL Learning Contexts

Although English allows for both one-word and multi-word verbs, past research has shown that EFL students commonly struggle with, and even avoid, multi-word verbs. This study aims at examining the influence of utilizing contextualized authentic materials via reading activities on EFL intermediate learners' attitudes towards avoiding and preferring using MWV (multi-word verbs, also known as phrasal verbs (PV)) or one-word verbs. The study used both experimental and descriptive methods, and data was collected via pre- and post-tests. MWVs are introduced through reading activities to two learning groups: group A represents the experimental group, and group B acts as the control group. MWVs were introduced to the participants of group A via contextualized authentic materials (texts, pictures, and cartoons) and to group B through non-authentic contextualized reading texts. The analyzed data has shown that the attitudes of group A’s participants improve towards using some MWVs' types on many occasions rather than utilizing their counterparts of one-word verbs. For example, they prefer using transparent and semi-transparent prepositional PVs as well as transparent adverbial PVs. On the other hand, the findings have shown that the participants avoid using non-transparent PVs regardless of their constructions (prepositional PVs, adverbial PVs, or phrasal prepositional verbs). In addition, they avoid using adverbial PVs of the semi-transparent PV’s types. Hence, contextualized authentic material via reading activities is a more effective strategy for enhancing EFL learners' attitudes towards preferring using MWVs rather than their counterparts of one-word verbs, specifically the transparent prepositional and adverbial of PV’s types.

CHANGES IN THE USAGE OF LEXICAL BUNDLES IN THE FIELD OF EDUCATION DURING THE LAST 20 YEARS

Formulaic language contributes to demonstrating membership in a specific discourse community. However, the norms of a specific language community tend to change over time, which adds to the complexity of academic writing. Therefore, the aim of this paper is to explore the changes in the usage of lexical bundles in scientific papers in the field of education over the last 20 years. The focus is on lexical bundles, multi word sequences that recur frequently and are distributed widely across different texts. As a prominent feature of any text, exploring their usage and change over time brings insight into the changes which occur in the academic writing style. The results showed a decrease in the usage of lexical bundles over time. Statistically significant differences were found in the structural and functional usage of lexical bundle tokens for both groups and subgroups. This indicates that the concrete bundles used over time have not significantly changed but only the frequency of their usage.

Multi-Word Verbs in the English Usage of Selected Undergraduate Students in Makurdi

The paper assesses the use of multi-word verbs in written English by students of the Federal University of Agriculture, Makurdi. For its theoretical emphasis on forms and functions of grammatical items in communication, the structural grammar model description of features and meanings of English multi-word verbs provides the basis for assessment of the student’s use of the items; using the structural model, a proficiency test, tagged Uses of Multi-word verbs in English, is developed and administered to randomly selected forty-nine first-year Use of English students. The results, using frequency, percentage and mean for data analysis, show that the students are deficient in using multi-word verbs as they cannot provide the contextual synonyms for these multi-word verbs in the test items: come on, break down, go off, die away, get back, getting by, catch on, watch out, eat out, hang on (intransitive phrasal verbs); sort out, knock over, set off, blow up, put off, throw away, give away, take of, leave out ( transitive phrasal verbs); look for, look into, fall for, stand for, approve of, do without, bombard with, break into, come across, look after (prepositional verbs); catch up with, go on with, look forward to, watch out for, fix up with, put that down to, take out on, looked up to, fob off, comes down to (phrasal prepositional verbs). The study establishes that some undergraduates cannot use English multi-word verbs and therefore recommends teaching and drills on multi-multi-word verbs for effective use of English.

A Closer Look At Multi Word Verbs In Pakistani English E-Newspapers: A Wordsmith Concord Tool Approach

A Closer Look At Multi Word Verbs In Pakistani English E-Newspapers: A Wordsmith Concord Tool Approach

Verbele cu particulă adverbială şi verbele prepoziţionale din limba engleză: dificultăți și capcane din perspectiva vorbitorului nativ de limbă română

The aim of this study is to investigate the multi-word verbs, which are very common in English, but are acknowledged as difficult to acquire by non- native learners of English. Phrasal verbs and prepositional verbs serve an idiomatic purpose. Therefore, they should not be taken literally; rather, they have a figurative or metaphorical meaning. The existence of a simple notional verb in a synonymic relationship with a verb with an adverbial particle determines the non-native English speakers to avoid the latter. From the perspective of the Romanian language, where such constructions do not exist, it is obvious that the attempt to avoid verbs with an adverbial particle and the preference for simple verbs will be more significant as the semantic transparency of the English verbal construction is reduced.

A Generic Tool for Identification of Indo-Aryan Multi Word Expression

A Generic Tool for Identification of Indo-Aryan Multi Word Expression

Secondary school teachers’ attitudes to phrasal verbs

Phrasal verbs are a vital, nonetheless challenging to teach and learn, part of the English language. Even though phrasal verbs are frequently used by native speakers, for learners of English they pose a considerable challenge as far as their acquisition and use are concerned. For this reason, these multi-word verbs are also demanding for English teachers in terms of teaching them effectively. The general aim of this study is to examine English teachers’ approach to phrasal verbs taught at the B2 level in upper-secondary schools. The paper presents an excerpt of a survey conducted among secondary school English teachers. It examined their attitude to phrasal verbs, their opinions of phrasal verb tasks used in the coursebooks and it analysed the methods which should be used in order to introduce and practise these demanding multi-word verbs well.

The Relationship between Vocabulary Learning Strategies for Phrasal Verbs and Learning Outcomes: The Case of Chinese EFL Learners

On account of the high frequency of use, phrasal verbs have been the focus for Chinese EFL learners. However, due to the syntactic features and figurative meanings of English phrasal verbs, many Chinese EFL learners misuse or even avoid using phrasal verbs, rendering it a major problem in English teaching and learning. Aiming to investigate the relationship between Chinese EFL learners’ vocabulary learning strategies for phrasal verbs and the learning outcomes, this research was conducted via a mixed quantitative and qualitative research method. One hundred and fourteen Year-3 undergraduates in Guangdong Province participated in this research. After analyzing the data from the questionnaires, tests for phrasal verbs, and interviews, this research found that Chinese EFL learners’ awareness of utilizing vocabulary learning strategies to acquire phrasal verbs was generally at a moderate level. The performance of Chinese EFL learners in phrasal verbs was significantly correlated with the frequency of employing guessing strategies, dictionary strategies, note-taking strategies, encoding strategies, meta-cognitive strategies, and activation strategies in a positive manner, with the latter three strategies most strongly correlated with the achievement in phrasal verbs. Significant differences were found between the high- and low-competence groups in the adoption of the vocabulary learning strategies. Underpinned by the results, the teaching methods and learning strategies of phrasal verbs were proposed to advance the teaching and learning of phrasal verbs. Keywords: Phrasal verb, Multi-word verb, Vocabulary learning strategies, Chinese EFL learners DOI: 10.7176/JLLL/88-04 Publication date: May 31 st 2022

The Idiomaticity of English and Arabic Multi-Word Verbs in Literary Works: A Semantic Contrastive Study

The Idiomaticity of English and Arabic Multi-Word Verbs in Literary Works: A Semantic Contrastive Study

Towards A syntactic Analysis of English and Arabic Multi-Word Verbs in Selected Literary Works: A Contrastive Study

Towards A syntactic Analysis of English and Arabic Multi-Word Verbs in Selected Literary Works: A Contrastive Study

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.

Detecting Multi Word Terms in patents the same way as entities

In English patent document information retrieval, Multi Word Terms (MWTs) are an important factor in determining how relevant a patent document is for a particular search query. Detecting the correct boundaries for these MWTs is no trivial task and often complicated by the special writing style of the patent domain. In this paper we describe a method for detecting MWTs in patent sentences based on a method for detecting technical entities using deep learning. On our annotated dataset of 22 patents, our method achieved an average precision of 0.75, an average recall of 0.74 and an average F1 score of 0.74. Further, we argue for the use of domain specific word embedding resources and suggest that our model mostly learns whether individual words should be included in MWTs or not.

Complex Items and Units in Extra-Sentential Code Switching. Spanish and English in Gibraltar

Abstract As is well-known, code-mixing is particularly frequent at clause boundaries and with elements expressing pragmatic meaning. However, most of the literature has focussed on switching of simple elements such as conjunctions and discourse markers. This paper, in contrast, analyses clause peripheral switching involving two complex constructions: left dislocations and pseudo-clefts. The data are from English-Spanish bilingual conversations recorded in Gibraltar. A great majority of the bilingual constructions in the corpus belong to a few types occurring with a restricted set of lexical items. A vast amount of such highly recurrent strings in the data confirm the hypothesis that complex multi word strings that are switched together constitute units in code-mixing, i.e. they are processed as single lexical items.

Information retrieval from multi-domain specific research proposal using hierarchical-based neural network clustering algorithm

Research project selection is an essential task for government and private agencies. When a huge number of research proposals are received, it is common to group them along with their similarities in research discipline areas. In this paper, a new framework is proposed to assign the proposal to reviewer and identify the proposal theme automatically. First, a list of multi word terms are extracted automatically from the domain specific corpus of text documents into a hierarchy based on their semantic similarity. Second, the proximity of two vectors can be calculated using measures such as probabilistic correlation. The conditional probability is used to model the probability that a term appear together in a record. Third, a hierarchical-based neural network clustering algorithm is used to get an information retrieval from multi-domain specific research proposal.

INFORMATION RETRIEVAL FROM MULTI DOMAIN SPECIFIC RESEARCH PROPOSAL USING HIERARCHICAL BASED NEURAL NETWORK CLUSTERING ALGORITHM

Research project selection is an essential task for government and private agencies. When a huge number of research proposals are received, it is common to group them along with their similarities in research discipline areas. In this paper, a new framework is proposed to assign the proposal to reviewer and identify the proposal theme automatically. First, a list of multi word terms are extracted automatically from the domain specific corpus of text documents into a hierarchy based on their semantic similarity. Second, the proximity of two vectors can be calculated using measures such as probabilistic correlation. The conditional probability is used to model the probability that a term appear together in a record. Third, a hierarchical-based neural network clustering algorithm is used to get an information retrieval from multi-domain specific research proposal.

A Small Class of Multiword Verbs in English: A Prepositional Verb or Transitive Phrasal Verb?

Some multiword verbs like run into ‘encounter’ in She ran into a friend have been called by two distinct names in the literature. They are prepositional verbs (with a fixed and specified preposition) or (inseparable or nonseparable) transitive phrasal verbs. This paper argues that this different use of terminology for the same multiword verbs actually reveals the nature of the whole class they belong to. The class is a cline of grammatical elements and properties between prepositional verbs and transitive phrasal verbs, and the set shared by these two subclasses is the locus of that cline. This characteristic mode of the cline is explained in terms of intersective constructional gradience and multiple inheritance.

Secondary school students’ attitudes to phrasal verbs

Phrasal verbs are an essential, though difficult to teach and learn, part of the English language. Although phrasal verbs are commonly used by native speakers, for English learners they pose a considerable challenge as far as their acquisition and use are concerned. The aim of this study is to examine students’ attitude towards phrasal verbs taught at the B2 level in upper-secondary schools, and to analyse the significance of these multi-word verbs. The paper presents an excerpt of a survey conducted among secondary school students, which examined their understanding of phrasal verbs and analysed students’ opinions about the importance of acquiring these demanding multi-word verbs.

A Correlation Coupling Prediction of Island Tourist Based on Multi Key Words of Web Search Index: A Case Study of Gulang Island in Xiamen

He, Y.; Huang, L.Y.; Ding, C.; Zou, Y., and Huang, P., 2020. A correlation coupling prediction of island tourist based on multi key words of web search index: A case study of Gulang Island in Xiamen. In: Bai, X. and Zhou, H. (eds.), Advances in Water Resources, Environmental Protection, and Sustainable Development. Journal of Coastal Research, Special Issue No. 115, pp. 373-378. Coconut Creek (Florida), ISSN 0749-0208.With the rapid rise of the Internet, people rely more on the Internet to collect tourism information when traveling. This paper will make a model by Baidu search index of keywords in scenic spot, use weighted calculation and composite index, take Gulang island in Xiamen as an example to verify the feasibility of the model, and conduct heat prediction analysis of scenic spot through prediction model. Through analysis and research, it is found that the Baidu search index has a strong positive correlation with the tourist volume of scenic spots, and the tourist volume and popularity of scenic spots can be predicted by the search volume of Baidu. This conclusion is conducive to the coordination and control between the government and the scenic spots, the market analysis of tourism enterprises, and the tourists' comfortable experience of peak travel.

The Effect of Instructing Multi-word Verbs on EAP Learners’ Presentation Skills: A Comparison with Native Academic Presentations

This study attempted to examine the effect of instructing multi-word verbs on intermediate EAP learners’ presentations compared to native English speakers’ academic presentations. To fulfill this end, 15 EAP learners were selected and delivered on presentation before and one after seven teaching sessions. Moreover, 15 native academic presentations were downloaded from YouTube. All the presentations were transcribed and then multi-word verbs were classified according to the coding measures presented by Biber at al. (1999) and Quirk et al. (1985) to disambiguate between the three chosen sub-categories of the study (phrasal verbs, prepositional verbs, phrasal prepositional verbs). The results obtained from this investigation reveal that there are significant differences in using multi-word verbs in natives and learners’ presentations after treatment in terms of the preferred order, polysemy usage and the frequency. Although EAP learners were able to improve their use of these verbs in many aspects, they still differed from natives with respect to the preferred types and polysemous meanings of the verbs. The findings of this study have implications for EAP speaking classes, teachers, and learners.