SLIDE 1
The The Sel Selecti ection n & Pres esentati entation n of Phrasal Verbs bs in ELT Textbo books: Alternative Appr pproaches
Katie Heil March 7, 2015 NYS TESOL Applied Linguistics Winter Conference Teachers College, Columbia University
SLIDE 2 abide by abo bound d in accede to accord d with account for ace out ache for act act out
- ut act up add up add up to
adhere to agree with aim at allow for allow allow of
allow allow for for allude to amount to angle for announce against announce for answer back answer answer for for answer to ante up arrive at arse around ascribe to ask ask aft after er ask around ask ask for for ask in ask out ask around aspire to associate with atone for attend to attest to attribute to auction off avail avail of
back away back down back into back off back onto back out back off back up bag up bail out ba bail up p bale out balance out ba balance up p balk at ball up balls up ba band d together bandage up bandy about bang about bang away at bang down ba bang into bang on bang out ba bang up p bank on bargain for bargain on barge into bark out base on bash about bash in bash up ba bask in bat around bat
SLIDE 3
PVs Vs and d Similar Syntactic Forms
SLIDE 4 Tr Transfer & Language Typology
Verb- b-framed d language – motion, space, and temporality are expressed in the verb
Satellite-framed d language – motion, space, temporality are expressed in the particle
trepar = climb up = ascend entre = go in = enter
SLIDE 5 Semanti Semantic c Nature of PVs
Lit Liter eral al Metaph phorical Semi-idi diomatic Aspe pectual (Celce-Murcia & Larsen-Freeman, 1999) It Iterative ative – to show repetition e.g. she did it over again Incept ptive – to signal a beginning state e.g. took off, or start up Compl pletive – to show a finished action e.g. drink up, or burn down Co Conti ntinuati nuative ve – to show continuing action e.g. carry on, danced away, goof around
SLIDE 6 Co Cogni niti tive ve Linguistics
Figures adapted from Evans, V. & Tyler, A. (2004a). Applying Cognitive Linguistics to pedagogical grammar: The case of over. In M. Archad & S. Neimier (Eds.), Cognitive linguistics, second language acquisition, and foreign language teaching (pp. 257-281). Berlin, Germany: Walter de Gruyter.
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SLIDE 8 Resear Research ch Questions
- 1. How are PVs classified syntactically and to what
extent are prepositional verbs conflated with inseparable PVs?
- 2. How are PVs classified semantically and what, if
any, attention is given to the contribution of the particle in assignment of meaning?
- 3. Do the PVs explicitly taught in ELT textbooks
reflect those most frequently used in English?
SLIDE 9 Methodo dology
Selection of textbooks Coding of Activities Coding of PV types (literal, aspectual, idiomatic) Syntactic Tests Comparison to Corpus Data
Gardner & Davies (2007)
British National Corpus
Liu (2011)
Corpus of Contemporary American English (COCA) Longman Spoken and Written English (LSWE)
SLIDE 10
SLIDE 11 Sy Syntactic Trends
Lack of discussion of transitivity Inseparable PVs are Prepositional Verbs: run into, get over, take after, get through, look after, look into, pick on, drop by, get
Syntactic rules split across texts
Inseparable Phrasal Verb
Prepositional Verb Intransitive Phrasal Verb
SLIDE 12 “If I tell somebody to bog off, that person is well aware that it has nothing to do with bogs and everything to do with beating a
- retreat. In other words, the main
communicative function of the phrasal verb is carried by the particle.”
SLIDE 13
Semanti Semantic c Groupings
Same verb (4 texts) Same particle (4 texts) Literal vs. Idiomatic (4 texts)
SLIDE 14 Craven, M. (2013). Breakthrough Plus 4. Oxford, England: MacMillan Education.
SLIDE 15 Saumell, M.V. & Birchley, S.L. English in Common 4 (2012). White Plains, NY: Pearson Education, Inc.
SLIDE 16 Soars, J., & Soars, L. American Headway 2. (2009). New York, NY: Oxford University Press.
SLIDE 17
Semanti Semantic Classification
SLIDE 18
SLIDE 19
Frequ quencies
The top 100 PV forms found by Gardner & Davies constitute 51. 51.4% 4% of all instances of PVs in the BNC The top 150 in Liu constitute 62. 62.95% 95% of all instances in the BNC, COCA, and LWSE Textbo books Only 26 26 PVs Vs in (26% 26%) matched Gardner & Davies List Only 52 52 PVs Vs (36% 36%) matched Liu’s list
SLIDE 20
Co Concl nclus usions ns
More frequ quent PVs should be integrated into ELT materials Materials emphasizing the contribu bution of the pa particle need further development Awareness should be raised about the syn syntac tactic tic stru structu tures s underlying PVs Emphasis should be placed on tr transi ansiti tivi vity ty of PVs rather than separability alone
