Who's afraid of phrasal verbs? The use of phrasal verbs in expert academic writing in the discipline of linguistics

Alangari, Manal Abdulrahman; Jaworska, Sylvia; Laws, Jacqueline

doi:10.1016/j.jeap.2019.100814

Cited by 16 publications

(11 citation statements)

References 16 publications

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“…PVs frequently include at least two orthographic words, making it difficult for people to see them as a whole. Someone who does not associate the words may interpret their meanings separately, resulting in incorrect phrase meanings (Siyanova & Schmitt, 2007;Alangari et al, 2020). As a result, students must consider an English PV as a whole.…”

Section: Discussionmentioning

confidence: 99%

“…Native speakers can also use verb-particle pairing, although L2 speakers may not fully understand how such a pairing works, and this pairing taxes learners' understanding (Darwin & Gray, 1999;Laufer & Eliasson, 1993;Liao & Fukuya, 2004). Additionally, their semantic complexity specific to the context creates a unique syntax (Alangari et al, 2020). Structurally unusual and complicated, PVs are uncommon in non-Germanic languages.…”

Section: English Pv Featuresmentioning

confidence: 99%

“…Students also confuse literal PVs with figurative ones or something in the middle (Alangari et al, 2020). A literal PV, such as "write down," should be easy, but a semi-transparent one like "eat up" might add complexity (Cervantes & Gablasova, 2017).…”

Section: English Pv Featuresmentioning

confidence: 99%

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Arabic-Speaking EFL Learners’ Recognition, and Use of English Phrasal Verbs in Listening and Writing

Alshayban¹

2022

WJEL

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This study investigates the usefulness of acquiring English PVs (as a key component of English vocabulary) using listening activities. Therefore, this study analyzes how Arabic speakers studying English as a foreign language (EFL) understand and use English phrasal verbs through listening. A self-administered survey was distributed to 74 students, mainly from Saudi Arabia. They listened to a recording incorporating frequently used English phrasal verbs and identified those they could recognize. The survey also measured the ability of respondents to provide sentences in which they used phrasal verbs and gave their meanings in Arabic. The findings indicated that EFL students are likely more familiar with phrasal verbs in writing than in an oral context. For instance, the average respondent could detect six or seven out of ten phrasal verbs they heard, while about 90% of respondents could use the provided phrasal verbs correctly in writing. Respondents recognized some phrasal verbs more than others. At least 80% recognized “pick me up,” “go on,” and “go out,” while less than 47% recognized “came out” and “set up.” More than 81% knew the correct definition of phrasal verbs. These findings offer foundational data to help improve methodologies for Arabic speakers learning EFL through listening activities.

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Section: Discussionmentioning

confidence: 99%

Section: English Pv Featuresmentioning

confidence: 99%

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Arabic-Speaking EFL Learners’ Recognition, and Use of English Phrasal Verbs in Listening and Writing

Alshayban¹

2022

WJEL

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“…This means that the use of phrasal verbs in academic writing is typically stylistically unmarked or neutral (e.g. Alangari et al, 2020;Liu & Myers, 2020).…”

Section: (In)formal Stylistic Variants In Written Englishmentioning

confidence: 99%

Salience in EFL speakers’ perceptions of formality: (In)formal greetings and address forms combined with (in)formal nouns, verbs, and adjectives

Lasan

2021

Language Teaching Research

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This study explores whether English-dominant (ED) speakers and speakers of English as a foreign language (EFL) perceive the same degrees of formality in combinations of (in)formal greetings (Hi/Dear) and address forms (informal First Name/Ms. Last Name) with (in)formal nouns, verbs, and adjectives (Latinate/Germanic). It also explores which of these variants the two groups perceive as salient in communicating formality. Twenty-five ED undergraduates in Canada and 27 EFL undergraduates in Slovakia rated the formality of 20 sentence-length examples of business email correspondence and identified features that were the primary basis for their formality rating. Distributions of 11 of the formality ratings were statistically significantly different in the two groups (with most effect sizes ranging from small to medium), and trends in the reports of salient features suggested that the EFL speakers focused on the formality of address forms more frequently than did the ED speakers. The findings are discussed in relation to infelicitous interlingual transfer and strategies for developing pragmatic competence.

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“…In particular, discussions have centred on the standardisation of such texts into the IMRaD 1 format, the identification of certain rhetorical "moves and steps" essential to the structure of styles of argumentation deemed "scientific" (Swales, 1990), as well as investigations into various linguistic factors (e.g. the appropriate use of different tenses in different sections (Hinkel, 2004), modality (Yang et al, 2015), pronouns (Taylor & Goodall, 2019), phraseology (Oakey, 2020), phrasal verbs (Alangari et al, 2020;Liu, 2012), hedges (Zanina, 2016), existential 'there' (Jiang & Hyland, 2020;Rasskazova et al, 2017), etc.) affecting the perceived publishability of scientific research papers in international journals, especially those indexed by the Web of Science and SCOPUS citation databases.…”

Section: Introductionmentioning

confidence: 99%

The Role of the English Article System in Developing Dialogical Context: A View from Russian Science

Beavitt

Popova

2020

JLE

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A common issue arising in international scientific communication concerns the use of zero-, indefinite- and definite articles in English. While existing pedagogical approaches are successfully used to teach near-native competency in the use of English articles, the final stage of native-equivalent competency continues to evade even advanced ESL / EAP students, especially those whose first language (e.g. Russian) does not possess articles. Therefore, the present work is aimed at developing a conceptual approach to article use based on a consideration of the development of context in scientific communication. A literature review of some existing theoretical approaches shows a clear development from semantic and transformational-grammatical attitudes towards more pragmatic explicatory strategies based on dialogic communication. A qualitative content analysis of article errors appearing in the text of research papers written by Russian scientists and corrected by a native English editor revealed the presence of nine major article-related error types, of which the use of zero article with singular NPs instead of the definite article (SxØ√D) was the most common. NPs in sentences containing article errors were also evaluated according to Bickerton’s NP semantic function typology, Hawkins’ location theory and Liu and Gleason’s major types. The hypothesis that Russian scientists, being highly educated, would generally tend to overuse the, a and an in an overcompensation for the tendency of less-well-educated Russians to drop articles when using English was not confirmed by the results of the content analysis. The analysis of article-use error types appearing in different sections of an IMRaD research paper showed that errors related to the overuse and underuse of the definite article the are particularly characteristic of the Introduction section. However, the largest number of article-related errors were found in the Discussion section, where the SxØ√D error significantly outweighed other error types as compared with other sections. While existing conceptual approaches to explicating the function of the English article system have limited utility, a comprehensive system has yet to be developed. The authors recommend a dialogic approach for teaching the English article system to non-native speakers in the context of scientific communication.

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Who's afraid of phrasal verbs? The use of phrasal verbs in expert academic writing in the discipline of linguistics

Cited by 16 publications

References 16 publications

Arabic-Speaking EFL Learners’ Recognition, and Use of English Phrasal Verbs in Listening and Writing

Arabic-Speaking EFL Learners’ Recognition, and Use of English Phrasal Verbs in Listening and Writing

Salience in EFL speakers’ perceptions of formality: (In)formal greetings and address forms combined with (in)formal nouns, verbs, and adjectives

The Role of the English Article System in Developing Dialogical Context: A View from Russian Science

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