Verb Phrase Research Articles

The Role of Image Schemas in Interpreting English Phrasal Verbs: A Philosophical and Linguistic Perspective

Phrasal verbs pose challenges for interpretation due to unpredictable meanings. This study examined how image schemas aid comprehension from linguistic and philosophical viewpoints. A literature review methodology integrated insights from cognitive linguistics, philosophy of language, and related fields to provide a comprehensive understanding. Linguistically, image schemas offer a cognitive framework for processing phrasal verbs by mapping meanings to embodied experiences. Philosophically, schemas reflect how language emerges from and shapes conceptualization. Comparative analysis showed linguistics emphasizes schemas' mental role in comprehension, while philosophy explores their existential significance. Results identified schemas like CONTAINER and PATH that extend metaphorically from physical interactions to abstract phrasal verb meanings. Linguistically, schemas provide a framework for analyzing structures and meanings. Philosophically, schemas reflect language's emergence from embodiment and influence on thought. Teaching implications were to connect phrasal verbs to familiar embodied experiences through schemas. Theoretical implications were that schemas are fundamental to thought and linguistic expressions. By synthesizing perspectives, this study enhanced understanding of the intricate cognitive mechanisms linking schemas to phrasal verbs. It highlighted implications for language education and advances in interdisciplinary inquiry into embodied cognition and communication.

Coding all clauses in L2 data: A call for consistency

Linguistic complexity is considered a hallmark of language proficiency (Norris & Ortega, 2009), and it is often a focus of second language (L2) research (Pallotti, 2015). Within the construct of complexity, syntactic complexity considers the combination of words and clauses. The term clause, however, is underspecified in the field, and L2 researchers only occasionally define how clause is operationalized in the coding. After a review of the importance of consistent clause coding, this commentary argues that coordinated verb phrases, nonfinite clauses, and verbal small clauses can reach the complexity of finite clauses by the production of another element, making these constructions commensurate with subordinate finite clauses. Since these constructions are structurally similar to accepted clauses (e.g., imperatives), their exclusion from the clausal complexity calculation threatens the validity and reliability of the coding. Because a narrow definition requires an arbitrary division along a continuum of complex verbal constructions, the field should adopt this broader definition of clause. Further, researchers should clarify their methodology choices and acknowledge coding challenges, which are common in L2 data, especially L2 speech data. The increased transparency in research methodology supports the interpretation of research results and facilitates comparisons across L2 studies.

Contrastive Causative Construction in Japanese and Indonesian: X-Bar Theory

This study aims to describe causative contractions in Japanese and Indonesian; how causative sentence structures in the form of diagrams through X-Bar theory, their meanings in Japanese and Indonesian, as well as their similarities and differences in both languages. The study used contrastive analysis to compare the causal sentence contraction of both languages. Research results show that the causal sentence construction of both languages is derived from non-causative sentences by converting predicates into causative verbs. However, there are several verbs in both Indonesian and Japanese, which already have a causative meaning, such as korosu (killing), akeru (opening), mawasu (spinning), and others. The causative construction of the Indonesian language is composed of three types: lexical causative, morphological causative, and paraphrastically causative. Japanese causative construction is only in lexical causative, and paraphrastically causative. The causative Japanese sentences are marked by the pronunciation of o-saseru and ni-saseru in intransitive verbs and transitive verbs at the end of the sentence. Also, ni and o-saseru appear in the same sentence as transitive verbs. Causative sentences of Indonesian can be formed by affixing ikan, -i, per-. The basic structure of Indonesian causative sentences is formed from inflections, spacer and verb phrases. The initial structure, predominantly FI over FV then, moved to the [Ses FP] position in its derivative structure.

LA TRADUZIONE COME CATALIZZATORE DI CHIAREZZA NEI TESTI NORMATIVI A PARTIRE DA UN’ANALISI COMPARATIVA DELLA SINTASSI IN VARIETÀ DI ITALIANO LEGISLATIVO

Translation is often considered as an ally of plain legal language. This corpus-based study sets out to provide empirical support for this hypothesis by comparing different varieties of legislative Italian used in a monolingual context (Italy) and in two multilingual settings (Switzerland and the European Union). The investigation relies primarily on a quantitative analysis of syntax informed by natural language processing (NLP) methods. The results suggest that translated legislation features shorter sentences, fewer nominalizations, an underuse of the passive voice, fewer non-finite clauses, less deep syntactic trees, shorter dependency links, and a preference for the SVO order with an explicit subject. Among the two multilingual contexts, Swiss legislation shows a slightly higher level of accessibility compared to EU directives. A complementary analysis using readability metrics confirms these trends. Nevertheless, in addition to the translation process in multilingual contexts, other latent external variables may have a (hardly quantifiable) impact on the level of accessibility, such as institutional language policies, legal traditions, drafting guidelines, and training programs for translators and language experts.

On the development of tense-aspect markers in Lingala youth language: a microvariationist look at language change in the verb phrase

Abstract This paper examines language change in two Lingala youth languages from the DR Congo, Lingala ya Bayankee (sometimes referred to as Yanké) and Langila, focusing on processes of grammaticalization and replication. Speakers of Lingala ya Bayankee use a grammaticalized prefix ké- for the near/immediate future tense, derived from the verb kokende ‘to go’ and from a manipulated form of the same verb, namely the prefix dyé- from kodyé (with the same meaning). The emergence and development of this tense marker is traced and compared with the strategies used by Langila speakers. Moreover, the microvariationist lens through which changes in the tense-aspect system of Lingala’s youth registers are examined in this paper looks at different formation patterns of progressive aspect, with two dominant construction types in Lingala ya Bayankee; these are also compared to the strategies used by Langila speakers. While linguistic manipulations have long been the focus of sociolinguistic approaches to the study of adolescent language use, fine-grained differences in tense and aspect marking have received little attention. Here, this paper aims to take a first step, based on rich empirical data collected during various research stays in the urban environment of Kinshasa (DR Congo).

Difficulties Encountered by Second Semester Students in Translating English Phrasal Verbs into Arabic

Difficulties Encountered by Second Semester Students in Translating English Phrasal Verbs into Arabic

Enabling People With Intellectual and Sensory Disabilities to Trigger a Tablet's Delivery of Task Instructions by Walking to the Tablet: Proof-of-Concept Study.

People with intellectual and sensory or sensory-motor disabilities tend to have problems performing multistep tasks. To alleviate their problems, technological solutions have been developed that provide task-step instructions. Instructions are generally delivered at people's request (eg, as they touch an area of a computer or tablet screen) or automatically, at preset intervals. This study carried out a preliminary assessment of a new tablet-based technology system that presented task-step instructions when participants with intellectual and sensory disabilities walked close to the tablet (ie, did not require participants to perform fine motor responses on the tablet screen). The system entailed a tablet and a wireless camera and was programmed to present instructions when participants approached the tablet, that is, when the camera positioned in front of the tablet detected them. Two instructions were available for each task step. One instruction concerned the object(s) that the participants were to collect, and the other instruction concerned the "where" and "how" the object(s) collected would need to be used. For 3 of the six participants, the two instructions were presented in succession, with the second instruction presented once the required object(s) had been collected. For the other 3 participants, the two instructions were presented simultaneously. Instructions consisted of pictorial representations combined with brief verbal phrases. The impact of the system was assessed for each of the 2 groups of participants using a nonconcurrent multiple baseline design across individuals. All participants were successful in using the system. Their mean frequency of correct task steps was close to or above 11.5 for tasks including 12 steps. Their level of correct performance tended to be much lower during the baseline phase when they were to receive the task-step instructions from a regular tablet through scrolling responses. The findings, which need to be interpreted with caution given the preliminary nature of the study, suggest that the new tablet-based technology system might be useful for helping people with intellectual and sensory disabilities perform multistep tasks.

Anaphora and Depictives Do Not Rule Out Small Clause Approaches to Argument Structure: A Reply to Bruening 2018

Abstract Bruening (2018) uses the facts of anaphora and depictive modification to justify non-small-clause analyses of resultative constructions, caused-motion constructions, verb-particle constructions, and double object constructions: these constructions behave differently from canonical small clause constructions in terms of anaphora and depictive modification. In this reply, we argue against treating these tests as reliable diagnostics of small clauses. For one thing, we show that small clauses may have two different kinds of interpretations: they can be either semantically complete or incomplete. For another, Bruening’s (2018) arguments rely on some particular assumptions about anaphora and depictive modification which, we argue, are not without problems. If we adopt another set of reasonable assumptions, those facts of anaphora and depictive modification can be accounted for via the two kinds of interpretations for small clauses and thus do not argue in favor of non-small-clause analyses of the relevant constructions.

Creativity in Narrative Writing: Utilizing Mind Mapping with Ethnic Identification Model in Higher Education

Arabic language learning innovations are developing with various learning media, such as mindmapping. The use of mindmapping-based media can provide learning experiences for students. This research aimed to test the effectiveness of Mind Mapping concept in narrative writing skills for ethnic groups in Indonesia. A mixed research design was used with a quantitative approach to test the effectiveness of learning writing skills using Mind Mapping and a qualitative approach to identify student creativity in developing narrative paragraphs. 35 students who studied writing skills at UIN Imam Bonjol Padang in the Arabic Language Education study program were involved. The results showed that; 1) The effectiveness of Mind Mapping in narrative writing showed an increase in the average learning outcomes for writing skills to 77.91 which showed positive significance; 2) Creativity in writing narratives about Indonesian ethnic groups was identified including the distribution of the meaning of ethnic groups, characteristics of ethnic groups and examples of traditional culture, characterized by varied writing structures with the choice of various grammatical structures such as the arrangement of verbal phrases, adjectives, prepositions, adverbial attributes and nominal phrases. This article confirmed that the use of Mind Mapping for learning writing skills can develop paragraph ideas for writing skills in higher education.

ALTERNATIVES IN TRANSLATING CERTAIN GRAMMATICAL STRUCTURES FROM ENGLISH INTO SERBIAN 2

This paper analyses several syntactic structures (English passive forms, non-fi- nite clauses, clefts) in the EFL tertiary-level students’ translations from English to Serbian and the various translation alternatives.The selection of this topic was determined by the author’s long experience in teaching grammar and translation to the tertiary-level students of English at the Faculty of Philosophy, University of Niš. This teaching experience has initiated a particular interest in the students’ linguistic performance when using certain structures that differ from the structures in their mother tongue by their form and function and register. The aforementioned structures were selected because they represent the point of contrast between the two languages since they are either used in different registers (passive), or differ in both form and function (non-finite clauses) or nonexistent in one language and used in almost all registers in the other one (clefts)

Design and Implementation of English to Yorùbá Verb Phrase Machine Translation System

The Yorùbá ethnic group has diverse language speakers across the world, and translating the language to other widely spoken languages must be emphasized. This study aims to develop an English to Yorùbá machine translation system which can translate the English verb phrase text to its Yorùbá equivalent. Words from both languages (Source Language and Target Language) were collected for the verb phrase group in the home domain. Lexical translation was done by assigning values of the matching word in the dictionary. The syntax of the two languages was realized using Context Free Grammar, the rewrite rules were validated with finite state automata. Human evaluation method was used and expert opinion scored. The evaluation shows the system performed better than that of sampled Google translation with over 70% of the responses matching that of the system’s output.

L2 learners’ aural and orthographic phrasal verb knowledge in relation to their listening comprehension

The present study investigated the relationships between aural and orthographic knowledge of L2 phrasal verbs (PVs) and between these and listening comprehension. A total of 188 Chinese university English as a foreign language (EFL) students participated in the study. The research instruments were aural and orthographic PV meaning recall tests and a version of the listening section of the Test of English for International Communication (TOEIC). The results indicated that the L2 learners’ orthographic PV knowledge was significantly correlated to their aural PV knowledge. In addition, the former was significantly larger than the latter. Regarding their relationships with L2 listening comprehension, aural PV knowledge was more strongly correlated to listening comprehension than orthographic PV knowledge; and these correlations were both significant. Further, although aural PV knowledge better predicted listening comprehension than orthographic PV knowledge, the differences between their predictive capacities were not large. Based on the findings of the study, implications are suggested.

THE IMPORTANCE OF THE GRAMMATICAL STRUCTURE OF THE UNITS OF PHRASEOLOGICAL EXPRESSIONS OF THE FRENCH LANGUAGE

In this article, the lexical-grammatical types of adverbial phraseological units, the relation of the adjectival phraseological category with adjectives, the adverbial (adverbial) phraseological category meaning is connected with adverbs, and the cases where verb phrases are connected with verbs according to the meaning of the category.

Teaching Phrasal Verbs and Idiomatic Expressions Through Multimodal Flashcards

This study investigates the effectiveness of various practice modes in learning multiword units, specifically phrasal verbs and idiomatic expressions, through a multimodal online flashcard delivery system that allows students to read, write, listen to, and speak the target multiword vocabulary items. The study, based on data from 229 first-year Japanese EFL university students, investigates how various practice modes in reading, writing, speaking, and listening impact short-term memorization and long-term comprehension of multiword units. The analysis involved multiple regression using random forests to ascertain significance, alongside dominance analysis with relative weights for determining relative importance. Results indicate that while productive practice modes (writing and speaking) are crucial for short-term memorization, register-specific practice modes (speaking and listening) play a significant role in long-term acquisition. This study highlights the importance of integrating multimodal flashcard practice with practical use activities in the classroom to enhance vocabulary learning outcomes. Finally, the results of this study suggest that encouraging students to interact with their target language through multiple modes is meaningful for greater acquisition of multiword vocabulary. These findings contribute to a deeper understanding of effective strategies for EFL learners in acquiring multiword vocabulary units and underscores the importance of multimodal approaches in language education.

Effects of GIF-Based Instruction on Korean High School Students’ English Phrasal Verb Learning

Effects of GIF-Based Instruction on Korean High School Students’ English Phrasal Verb Learning

EFL learners’ Awareness of Decontextualized and Contextualized of Some English Phrasal Verbs

EFL learners’ Awareness of Decontextualized and Contextualized of Some English Phrasal Verbs

한국어 이항 서술어 ‘좋다’의 논항 실현 양상 연구

This study focuses on double subject constructions with the predicate ‘cohta((be) good/like)’, sourced from messenger corpus, finally categorizing them into six types in terms of their syntactic and semantic properties. A significant finding is that 97% of the analyzed sentences fall into type 1 and type 2, with a maximum of three noun phrases being realized. Type 1 and type 2 are notably distinct in several aspects including the semantic traits of noun phrases, the placement of adverbs of degree, the variability in the use of particles, and verb phrase expansion. Although the research is confined to specific conditions, limiting its general applicability to Korean double subject constructions, it can contribute to general Korean syntax by exploring a wide range of cases, including those typically unrealized, and highlighting the frequent syntactic and semantic variations beyond just the particles 'i/ka' and 'un/nun'.

Suffixation in Zhangzhou

Abstract This study is the first to comprehensively describe suffixing morphology in Zhangzhou Southern Min, an under-described Sinitic language spoken in southern China. Suffixation can be derivational in this language to create new lexemes and expand local vocabulary but can be inflectional to convey grammatical information. It can also induce special tone sandhi patterns on either the lexical bases or the suffix itself. The bases that can undergo suffixation are cross-categorical, ranging from nouns, verbs, adjectives, classifiers, noun phrases, verb phrases to adjective phrases. However, the occurrences of suffixes, lexical bases, and derived items are subject to severe constraints from diverse factors of semantics, word class, syntax, phonology, and pragmatics. These reflect that the suffixing is not an isolated morphological event but rather involves systematic and complex interfaces among different linguistic levels. This study is a breakthrough to fill the research gap, while substantially broadening and deepening our knowledge of suffixation as an important morphological device in Sinitic languages. The study also contributes well-attested empirical data to the typology of suffixation in the world’s natural languages while shedding important light on how Sinitic languages and other so-called isolating languages should be better defined from a modern linguistic perspective.

Particle Placement in Hong Kong English: Independence from Great Britain as a Trigger of Structural Change?

In the framework of postcolonial Englishes and their evolutions, Hong Kong English represents an extraordinary case in that the political independence of Hong Kong from the British in 1997 did not result—as in most other cases—in a self-governing political body, but a formal re-integration of Hong Kong into China. As the handover of Hong Kong also marks a drastic linguistic re-orientation, this short-term diachronic paper studies newspaper data from before and after the 1997 handover. With a view to the structural object of investigation, particle placement, the exploration of relevant predictors and their effects in Hong Kong English sheds light on whether and, if so, how the end of British colonial rule has left linguistic traces in particle-placement choices. Using a sample of 322 particle verbs extracted from the South China Morning Post Corpus (SCMPC) and employing random forests, the study reports that pre- and post-handover constructional choices of particle placement are largely compatible with one another. Said choices are mainly guided by principles related to cognition and eurhythmy that—at least in the period observed—appear unlikely to be affected fundamentally by language-external political change.

An Identification of Phrasal Verb in the Movie Entitled “Harry Potter and the Prisoner of Azkaban”

Language has a great effect as an important part of human life that is always used in the daily life by human being. It is important to teach and educate the students as ESL/EFL students about phrasal verbs in order to make them understand and capable in using phrasal verbs especially when they have interaction in English. This study aims to analyze the phrasal verbs, types and the meaning of phrasal verbs that are found in the movie entitled “Harry Potter and the Prisoner of Azkaban”. The instruments of this study are the researcher as the main instrument and a checklist that is used to collect the data. This study used documentation as the method of the data collection. The result of this study showed that there are 102 of phrasal verbs that were found in the movie. There were two types of phrasal verbs that were found in this study, such as transitive phrasal verb (separable phrasal verb and inseparable phrasal verb) and intransitive phrasal verb. Both of the types of the phrasal verbs were found in the movie of this study. Those are consisted of 74 of intransitive phrasal verb and 28 of transitive phrasal verb (14 of separable phrasal verb and 14 of inseparable phrasal verb).