Understanding and using multi- word verbs with intermediate learners

Understanding and using multi- word verbs with intermediate learners

Table of Contents 1. INTRODUCTION... 3 2. ANALYSIS... 3 2.1 Meaning... 4 2.1.2 Polysemous and synonymy... 4 2.1.2 Figurative, literal, or semi- literal... 4 2.2 Form... 4 2.2.1 Transitivity and separability... 4 2.3 Appropriacy... 6 2.3.1 Register and Formality... 6 2.3.2 Field... 6 3. ISSUES... 7 3.1 Meaning... 7 3.1.1 Polysemy and synonymy... 7 3.1.2 Figurative or literal... 7 3.2 Form... 7 3.2 Transitivity and separability... 7 3.3 Appropriacy... 8 3.3.1 Register and formality... 8 4. SUGGESTIONS FOR TEACHING... 9 1. Synonym Swap... 9 2. The Great Wall of Phrasal Verbs... 10 3. Placing the Particle... 10 4. Literal and non- literal... 11 5. Phrasal Monologue... 11 BIBLIOGRAPHY... 12 Appendix 1... 13 Appendix 2... 14 Appendix 3... 15 Appendix 4... 16 Higgs Understanding and using multi- word verbs with intermediate learners 2

1. INTRODUCTION In the simplest sense, multi- word verbs are verbs combined with one or two particles (a preposition and/or an adverb) (Workman, 1995; Conward, 2008). They are usually periphrastic (a phrase is used to express a grammatical relationship that could be expressed with a single word inflection). The phrase is seen as a single semantic unit. (Gairns & Redman, 1986) Multi- word verbs can be categorized into groups such as phrasal, prepositional and phrasal- prepositional. However, I will use the general term phrasal verbs to refer to multi- word verbs, as this is the common term used in most ELT course book series. In reading and listening, phrasal verbs are quite common and unavoidable. In speaking and writing, avoiding phrasal verbs is possible ( stop sth instead of give up sth ), but it is at the risk of sounding strange and unnatural to native speakers ( extinguish sth instead of put out sth ). Therefore, it is important that learners understand at least the most common phrasal verbs. 2. ANALYSIS Points worth analyze when discussing phrasal verbs are: - Meaning o Polysemy and synonymy o Figurative or literal - Form o Transitivity and separability - Appropriacy o Register and formality o Field Higgs Understanding and using multi- word verbs with intermediate learners 3

2.1 Meaning 2.1.2 Polysemous and synonymy Phrasal verbs can be polysemous (they can have multiple meanings). Also, the meanings cannot always be inferred from the individual parts. Phrasal verbs can also have one- word equivalents, or synonyms. Examples are in Table 1. Table 1: Polysemy of phrasal verb to come on Ex. 1 Phrasal Verb to come on The light came on. Ex. 2 The news comes on after Neighbors. Ex. 3 John has come on a lot since the start of the Delta. Single word synonym with same meaning The light illuminated. The news starts after Neighbors. John has improved a lot since the start of the Delta. Semantic Transparency Transparent Literal Semi- literal Opaque Figurative 2.1.2 Figurative, literal, or semi- literal In Table 2, Ex. 1 is transparent and therefore literal, meaning the meaning of the phrasal verb can be deduced from its parts. Ex. 2 is semi- literal because the basic meaning of the verb remains the same, but the particle adds a particular meaning (Workman, 1995). Here on gives the added meaning of starting. Ex. 3 is opaque because we cannot figure out the meaning from its individual parts, thus it is figurative. Also, phrasal verbs can have specific or narrower meanings with no single word synonym. Example: egg on means more than encourage or agitate, usually meaning to goad someone to do something unwise. Worth mentioning, particles can have general meanings to help deduce the meaning of the phrasal verb. For example, with the particle over : Table 2: Common meanings for the particle over to changing positions to finish to reflect or review The child fell over. I need to sit. Please move over. I got over my cold. I d rather have this over soon. Read over the notes for tomorrow. Let s talk over your plans for summer. 2.2 Form 2.2.1 Transitivity and separability Each phrasal verb has its own rules regarding word order. Phrasal verbs with more than one meaning can have several word order rules. These rules are based on three main factors: - If the phrasal verb is transitive or intransitive - If the phrasal verb can be separated or not - If the object is a pronoun or not Higgs Understanding and using multi- word verbs with intermediate learners 4

INSEPERABLE SEPERABLE INSEPERABL E The rules are summed up in Table 3. Based on these rules, phrasal verbs are divided into four types. Table 3 is a modified version of Acklam s chart dividing multi- word verbs (1992:xiii). Table 3: Four Types of Multi- word Verbs Type 1 = verb + adverb (intransitive takes no object) Verb and adverb cannot be separated. There is no passive form. Pronunciation: Adverb is usually stressed, not the verb. Example: break down meaning stop working - The printer broke down so we can t make copies. Type 2 = verb + adverb + object OR verb + object + adverb (transitive takes an object) Verb and adverb can be separated. - If the object is a noun, the adverb can come before or after the noun - If the object is a pronoun, the adverb MUST come after the object Pronunciation: The adverb is usually stressed, not the verb. Example: put off meaning postpone - We have to put off the input session for another day. - We have to put the input session off for another day. - We have to put it off for another day. but not - We must put off it for another day. Type 3 = verb + preposition + object (transitive takes an object) The preposition cannot be separated from the verb. Example: take after meaning be similar to an older relative - He takes after his father. - He takes after him. but not - He takes his father after. - He takes him after. Type 4 = verb + adverb + preposition + object (transitive takes an object) Verb has two particles. They cannot be separated from the verb. Pronunciation: The stress usually falls on the first particle. Example: put up with meaning tolerate - I can t put up with his behavior any more. - I can t put up with it any more. Higgs Understanding and using multi- word verbs with intermediate learners 5

It is possible for phrasal verbs to behave as more than one type. Consider: - He tripped over and hurt his hand. Type 1 (intransitive) - He tripped over the toy. Type 3 (transitive) 2.3 Appropriacy 2.3.1 Register and Formality Phrasal verbs are typically used in spoken English or informal writing. For some phrasal verbs there are one- word Latin- based equivalents, or synonyms, usually used in more formal contexts. Consider: Phrasal Verb put up with (sth / sb) turned up miss out (sth) Latin- based equivalent tolerate arrived omit 2.3.2 Field Some phrasal verbs are specifically used in a particular field or social activity where a more convenient synonym does not exist (e.g. check out meaning to settle one s bill at a hotel). Other phrasal verbs can have a regional meaning with no equivalent or a different meaning in another English speaking country. Consider: N. American Verb UK Verb Meaning figure out suss out / work out find the solution to a problem Higgs Understanding and using multi- word verbs with intermediate learners 6

3. ISSUES Here we will look at some main problems intermediate learners experience with common phrasal verbs as they relate to the previous analysis. However, before that I want to bring attention to the issue of avoidance. In her research based on data from the Centre for English Corpus Linguistics, Cocks (2006) found evidence to suggest that learners who lack phrasal verbs in their L1, such as French or Spanish, tend to avoid or use fewer phrasal verbs compared to native speakers. This has been my experience while working with business professionals in Spain. Interestingly, Dutch and German EFL students tend to use more phrasal verbs compared to native speakers. 3.1 Meaning 3.1.1 Polysemy and synonymy The polysemous characteristic of phrasal verbs, as pointed out in Table 1, can confuse or frustrate learners. Learners are often further confused when phrasal verbs are taught in lexical sets with the base verb being the only similar feature (e.g. bring out, bring on, bring up, bring over, etc.) This leads to semantic confusion or incomplete understanding of the meaning. Learners confuse phrasal verbs and single- word verbs with related meanings or use the right verb and wrong particle, or vice versa. Consider the following. The better choice of words is in brackets: - The girl couldn t put on her scarf that winter. (wear) - They took precautions so the disease didn t spread out. (spread) - They filled up many forms. (filled in / filled out) - The task was carried on quickly. (carried out) - He shut off the lights. (turned off) 3.1.2 Figurative or literal As with idiomatic expressions, if the meaning is not explicitly taught and in a meaningful context, the concept is lost on the learner. Phrasal verbs differ from other idiomatic phrases in that phrasal verbs can exist in several different contexts with the same form yet still have different meanings, as was seen in Table 1. This can create much confusion for learners. 3.2 Form 3.2 Transitivity and separability Sometimes learners have issues with the word order, making syntactic errors, specifically regarding object placement or even omission. Learners make this error by using transitive phrasal verbs intransitively, and vice versa. For example, an intermediate Korean learner of mine omitted the object and said: In the morning I take a shower, put on, and eat breakfast. Higgs Understanding and using multi- word verbs with intermediate learners 7

Another issue related to object placement is learners often misplace the obligatory split of some transitive phrasal verbs with object pronouns. An example: - The librarian looked up the information. - The librarian looked it up. Not - The librarian looked up it. Yet another major issues intermediate learners have is with regards to particles, where they misuse or omit particles, specifically prepositions. This is seen even at high- intermediate or advanced levels (Cock, 2006). Two major reasons being: 1. Influence from the learners L1. e.g. French speakers comment something, not comment on something. German speakers participate at the Olympics, not participate in the Olympics. 2. English intralingual confusion. i. A base verb having more than one suitable particle, such as consisted in or consisted of. ii. Misusing particles with nouns derived from verb. In English we discuss something or have a discussion about something. Whereas a learner may write We must learn to discuss about these problems. 3.3 Appropriacy 3.3.1 Register and formality Often there is a style deficiency, meaning the learner is to a great extent unaware of the difference in informal speech and formal writing. Whereas phrasal verbs are generally characteristic of informal spoken English, learners often us this speech in formal writing. On the other hand, some phrasal verbs are specifically used formally. Ex. attended to, object to, atone for, attest to, partake in, etc. Sometimes learners use phrasal verbs that are not normally associated with a type of text: e.g. The governor organized meetings to talk about the epidemic. (discuss is more suitable for formal writing.) In some cases, this can be directly related to the influence of L1, for example Dutch, German, and Swedish, where phrasal verbs are not marked for formality and used equally in informal speech and formal writing. Higgs Understanding and using multi- word verbs with intermediate learners 8

4. SUGGESTIONS FOR TEACHING Phrasal verbs are lexical items and should be treated as such. Thornbury suggest that phrasal verbs are best learned on item- by- item basis, and preferably in short contexts that demonstrate their syntactic behavior. (Thornbury, 2002: 125). He goes on to say that like the rest of lexis, phrasal verbs should be acquired by exposure, using meaningful context, and recycling. When preparing to teach phrasal verbs consider the learnersʼ level, while also thinking of polysemy, synonymy, transparency, and possibly idiomaticity (Thornbury, 2006:163) For the sake of brevity and clarity, in this section I will present several teaching suggestions and procedures. After which, I will draw attention to their rational in regards to meaning, form, and appropriacy for phrasal verbs. It is worth mentioning, if teaching EIF/ELF, phrasal verbs may be essential for receptive skills, but not a prerequisite for effective spoken English (Gairns & Redman, 1986:35) That is to say, your purpose for teaching may change your priority of what phrasal verbs to teach and to what extent. 1. Synonym Swap Adapted from Scrivener (2010:251, Appendix 1). Activity: Replacing Synonyms Procedure (detailed procedure in Appendix 1): - Prepare a text of six to ten phrasal verbs (Text 1). - Rewrite text replacing each phrasal verb with an underlined synonymous term (Text 2). - - Give Text 2 to learners. Model and elicit learner input. Using a word bank, of base verbs and particles, replace an underlined word with a two- word verb. Remind learners to adjust for tense where necessary. - Monitor while learners complete activity. - Give feedback, and assist to create Text 1. Rational: Learners clearly see synonymous meanings and work with phrasal verbs in context. This will passively raise attention to transitivity and separability. Higgs Understanding and using multi- word verbs with intermediate learners 9

2. The Great Wall of Phrasal Verbs Adapted from Celce- Murcia and Larsen- Freeman (1996:437, Appendix 2) Activity: Ongoing Learner Generated Content Poster Procedure: (detailed procedure in Appendix 2) - Learners write new phrasal verbs introduced or discovered onto a poster or boarded section of a wall in class. - Each phrasal verb is properly labeled with: o separability, transitivity, and register (if needed) o picture representing the meaning o synonyms or similar meanings o meaningful example phrasal verb in context - Extended: Learners make topical mini- dialogues based on phrasal verbs to recycle and practice lexis. Rational: This long- term activity comprehensively assists learners with the issues mentioned in section 3. Learners build up a list of new lexical items, can refer to them, and use the chart as an ongoing study aid. 3. Placing the Particle Adapted from Celce- Murcia and Larsen- Freeman (1996:438, see Appendix 3). Activity: Noticing Procedure: - Prepare a text with some particles correctly and incorrectly place - Instruct learners to read a prepared text. - When incorrectly placed, ask learners to circle the particle and draw an arrow to the correct position. Rational: The specifically gives notice to form with learners cognitively engaged with the form of the phrasal verb in context. Higgs Understanding and using multi- word verbs with intermediate learners 10

4. Literal and non- literal Adapted from Seymour, David, and Maria Popova (2007:141, Appendix 4) Activity: Gap- fill, sorting, noticing, and analyzing semantics Procedure: - Prepare 5 pairs of sentences. In each pair, one sentence uses a transparent phrasal verb and the second sentence uses an opaque phrasal verb of the same form. o He turned up the heating. o He turned up late for the meeting. (see Appendix 4) - Present the sentences as a gap- fill. - Learners fill the gaps from a word bank and then pair the matching sentences. - They label sentences as L (literal) or N (non- literal), discuss the meanings and check them in a dictionary. - Afterwards, learners write 5 sentences using the phrasal verbs studied and share with a classmate. Rational Learners actively address semantic confusion of phrasal verbs in context. Finally, they personalize the lexical items. 5. Phrasal Monologue Adapted from Seymour, David, and Maria Popova (2007:141, Appendix 4). Activity: Modified Dictogloss Procedure: - Read a monologue to the learners (see Appendix 4) - Instruct them to write all the phrasal verbs (the target language) they hear. - After, learners compare their list in pairs, for number and form of the phrasal verbs. - Check by reading the monologue again. - Afterwards, in groups learners compose their own monologue from a supplied lexical set. Rational: Learners directly practice listening skills (including connected speech) of phrasal verbs in context. Passive attention is given to form, transitivity, separability, and appropriacy then activated when learners finally personalize lexical items. Higgs Understanding and using multi- word verbs with intermediate learners 11

BIBLIOGRAPHY Acklam, Richard, and Sue Heap. Help with Phrasal Verbs. Oxford: Heinemann, 1992. Print. Celce- Murcia, Marianne, Diane Larsen- Freeman, and Howard Alan. Williams. "Phrasal Verbs." The Grammar Book: An ESL/EFL Teacher's Course. Boston: Heinle, Cengage Learning, 1999. 436-37. Print. Cock, S. D., Dr. "Learners and Phrasal Verbs." MED Magazine 35 (2006): n. pag. Web. 04 May 2015. <http://www.macmillandictionaries.com/med- Magazine/February2006/35- Phrasal- Verbs- Learners.htm>. Cowan, Ron. The Teacher's Grammar of English: A Course Book and Reference Guide. Cambridge: Cambridge UP, 2008. Print. Gairns, Ruth, and Stuart Redman. Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge UP, 1986. Print. Thornbury, Scott. An A- Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching. Oxford: Macmillan Education, 2006. Print. Thornbury, Scott. How to Teach Vocabulary. Harlow: Longman, 2002. Print. Scrivener, Jim. "Phrasal Verbs." Teaching English Grammar: What to Teach and How to Teach It. Oxford: Macmillan Education, 2010. 251. Print. Seymour, David, and Maria Popova. "Vocabulary - Phrasal Verbs." 700 Classroom Activities: Conversation, Functions, Grammar, Vocabulary. Oxford: Macmillan, 2007. 141. Print. Workman, Graham. Making Headway Phrasal Verbs and Idioms. Oxford: Oxford U, 1995. Print. Higgs Understanding and using multi- word verbs with intermediate learners 12

Appendix 1 From Scrivener, Jim. "Phrasal Verbs." Teaching English Grammar: What to Teach and How to Teach It. Oxford: Macmillan Education, 2010. 251. Higgs Understanding and using multi- word verbs with intermediate learners 13

Appendix 2 From Celce- Murcia, Marianne, Diane Larsen- Freeman, and Howard Alan. Williams. "Phrasal Verbs." The Grammar Book: An ESL/EFL Teacher's Course. Boston: Heinle, Cengage Learning, 1999. 436. Print. Higgs Understanding and using multi- word verbs with intermediate learners 14

Appendix 3 From Celce- Murcia, Marianne, Diane Larsen- Freeman, and Howard Alan. Williams. "Phrasal Verbs." The Grammar Book: An ESL/EFL Teacher's Course. Boston: Heinle, Cengage Learning, 1999. 437. Print. Higgs Understanding and using multi- word verbs with intermediate learners 15

Appendix 4 From Seymour, David, and Maria Popova. "Vocabulary - Phrasal Verbs." 700 Classroom Activities: Conversation, Functions, Grammar, Vocabulary. Oxford: Macmillan, 2007. 141. Print. Higgs Understanding and using multi- word verbs with intermediate learners 16