CHAPTER 2: Phrasal Verbs

2.1 Definitions of Phrasal verbs.

According to Darwin and Gray (1999), PVs are described as "a verb + particle combination that
acts as a single verb, both portions giving up meaning to generate a new lexical item. White
(2012) contends that PVs are challenging for ESL students due to their unpredictability,
polysemous, frequency, and non-universality. Because their meanings might occasionally be
colloquial (as in butter up), aspectual (as in speak up), or literal (as in stand up), they are
unpredictable. One PV might have more than one meaning because they are polysemous. When
people go to bed, they turn in for the night, criminals are turned in to the police, and students turn
in their schoolwork. PVs are often used by native speakers.

"On average, learners will encounter one [phrasal verb structure] in every 150 words of English
they are exposed to," according to Gardner and Davies (2007). The ability of English speakers to
create original PVs exacerbates the frequency issue. Bolinger (1971), PVs are the "most prolific
source" of new English terms. Students now hang out instead of interacting with one another.
They ask someone to calm down when they say to them to relax. Lastly, not everyone has PVs.
While certain languages, like Hebrew and Chinese, lack them, others, like Dutch and Swedish,
do (Liao and Fukuya, 2004).

Due to their idiomatic nature, PVs in the L1 and the L2 are unlikely to consistently coincide,
even if a student's L1 has them. As a result, language transfer will not be constructive in PV
learning. When there is a similar relationship across languages, the L2 learner frequently
becomes confused and makes mistakes (Chan & Liou, 2005).
One researcher's statement that "the phrasal verb is a syntactic oddity in the linguistic universe"
is appropriate. Gray and Darwin (1999).

2.2 Classification of Phrasal verbs.

A distinctive and intricate feature of the English language, phrasal verbs are defined by the
conjunction of a verb and one or more particles, usually prepositions or adverbs. Numerous
linguists have proposed several frameworks based on semantic, structural, and functional criteria
in the considerable research on the classification of phrasal verbs.
1. Classification Based on Semantics
Semantic characteristics are one of the main methods used to categorize phrasal verbs. The
semantic fusion principle, which takes into account the interaction between the verb's and its
particles' meanings, can be used to classify phrasal verbs, according to V.V. Vinogradov's
research (Vinogradov V.V, 1977). This category makes a distinction between:
1. Polysemantic Combinations: Depending on the subject and object involved, these phrasal
verbs might have meanings that are distinctive to the context. For instance:
The phrase "give up" can refer to both giving up (as in "I will give up trying to fix this ancient
car") and giving up (as in "He chose to give up during the negotiation"?).
(For example, "The plane will take off in ten minutes" versus "Please take off your shoes before
entering") "Take off" can refer to both an airplane taking off and someone taking off their
clothes.
2. Structurally Conditioned Combinations: These have a more intricate structure and usually
have three parts. For instance, in the phrase "fall in with," the third element maintains
some degree of autonomy while adding to the phrase's overall meaning. Other instances
consist of:
The phrase "make up with" refers to making amends with someone, as in "They got into a
quarrel but decided to get back together."
- "run out of" (to exhaust a supply), as in "I have to go to the supermarket because we ran out of
milk."

2. Structural Classification
Phrasal verbs can be categorized structurally according to their grammatical characteristics.
Phrasal verbs can be included in the four primary categories of phraseological units that
Dmitrieva O.P. proposed (Dmitrieva O.P., 2016).:
1- Phraseological Conjunctions: These combinations, like "as well as," work similarly to
conjunctions (e.g., "She sings as well as dances").
2- Phraseological Unities: These are less flexible in their usage and have a more defined
meaning, as "to break down" (to stop working), as in "My automobile broke down on the
highway."
3- Phraseological Expressions: For example, "to bring up" (to educate) in "She was brought
up in a little town" is more idiomatic and frequently cannot be deduced from the
meanings of its constituent parts.
 4- Phraseological Combinations: In phrases like "to clean up" (to make neat), as in "Please
clean up your room," where both "clean" and "up" contribute to the total meaning, these
are the most adaptable and can maintain the meanings of their constituent parts.

3. Functional Classification
Phrasal verbs can also be categorized according to their functional roles in sentences. This
classification takes into account the ways in which phrasal verbs might exhibit idiomatic traits or
take the place of multi-lexemic verbs.
- As in "We need to put off the meeting until next week," "postpone" can be used in place
of "put off."
- It is possible to use "care for" for "look after," as in "She watches for her younger
siblings."
- On the other hand, as in "He was brought up to respect others," "bring up" (to teach)
cannot be inferred from its constituent parts.

2.3 Basics of Phrasal verbs.

Phrasal verbs are verbs that have been combined with prepositions or adverbs to produce a
meaning distinct from the words alone. They are a crucial component in using the English
language, especially when writing and speaking informally. Since phrasal verbs frequently
contain idiomatic meanings that can be difficult to infer from the separate components, it is
imperative that language learners understand them (McCarthy & O'Dell, 2005).
Usually, a verb is followed by one or more particles (adverbs or prepositions) to form a phrasal
verb. In the sentence "give up," for instance, "give" is the verb and "up" is the particle. The literal
interpretation of the verb alone frequently deviates greatly from the meaning of the phrasal verb
(Celce-Murcia & Larsen-Freeman, 1999).
Types of Phrasal Verbs
1. Transitive Phrasal Verbs: these need an object. To reject something, for instance, the
phrase "turn down" might be used as follows:
 "She turned down the job offer."
2. Intransitive Phrasal Verbs: Phrasal verbs that are intransitive do not accept an object. For
instance, "wake up" can mean:
 "He wakes up early every day."
3. Separable Phrasal Verbs: Phrasal verbs that are separable let the object be positioned in
between the verb and the particle. For instance, "pick up" can mean:
  "I picked the book up."
 "I picked up the book."

4. Inseparable Phrasal Verbs:

Phrasal verbs that cannot be separated are known as inseparable verbs.
The phrase "run into" (to meet unexpectedly), for instance, needs to be used as:
 "I ran into her at the store."
Because they are so common in everyday English, phrasal verbs are essential for fluency and
understanding. They are able to express subtleties of meaning and feeling that may be difficult
for a single verb to express. For example, "look after" conveys care, whereas "look into" denotes
study (Thornbury, 2002).

2.4 The importance of Phrasal verbs.

An essential component of the English language, phrasal verbs are used extensively in both
written and oral communication. Usually composed of a verb plus one or more particles (adverbs
or prepositions), these multi-word combinations communicate meanings that are frequently
colloquial and context-dependent. For a number of reasons, English language learners (ELLs)
must comprehend and become proficient in phrasal verbs.
1. Enhancing Communication Skills
The English language's expressiveness and richness are greatly enhanced by phrasal verbs. They
enable speakers to concisely express difficult concepts and feelings. For example, the phrasal
verb "give up" conveys the idea of stopping an endeavor or quitting in a more accessible and
casual manner than its single-word equivalent "quit." Effective communication requires this
flexibility in language, especially in casual contexts where phrasal verbs are more frequently
employed.
2. Understanding Nuances and Contexts
The context in which phrasal verbs are used can have a significant impact on their meanings. For
instance, "taking off" might refer to abruptly becoming successful or removing an article of
clothes. Because of this variety of meanings, learners must get a better comprehension of usage
and context, which is crucial for being fluent in English. Correctly interpreting phrasal verbs
improves understanding and enables students to participate more completely in written texts and
discussions.
3. Facilitating Language Proficiency
One important stage in being proficient in the language is learning phrasal verbs. Because they
are widely used in media, literature, and everyday speech, they are essential for students who
want to comprehend and take part in real-world English conversations. Phrasal verbs' idiomatic
nature frequently prevents them from having direct translations in other languages, which can be
difficult for non-native speakers. However, for students hoping to achieve a high level of
proficiency, overcoming these obstacles is essential.
4. Cultural Relevance
Phrasal verbs frequently convey social circumstances and and unique characteristics. Learners
can gain understanding of the cultural facets of English-speaking communities by
comprehending these expressions. For example, expressions like "strike the nail on the head" and
"blow off steam" are not just idiomatic but also culturally relevant since they express behaviors
and attitudes that are common in English-speaking communities. Integration into English-
speaking environments and successful communication depend on this cultural awareness.
5. Strategies for Learning Phrasal Verbs
Effective teaching and learning strategies for phrasal verbs are crucial given their significance.
Teachers can use contextual learning to improve retention and comprehension by exposing
students to phrasal verbs in relevant circumstances. Additionally, learners can better understand
the subtleties of phrasal verbs by utilizing interactive exercises, real-world examples, and visual
aids. Students' comprehension and usage of these verbs can be strengthened by encouraging them
to practice them both orally and in writing.

2.5 Meaning of Phrasal verbs.

Because of their idiomatic nature, phrasal verbs are an essential component of the English
language and frequently provide difficulties for non-native speakers. A phrasal verb is a verb that
has been joined with one or more particles, usually adverbs or prepositions, to provide a meaning
that is different from the original verb.
 Transitive Phrasal Verbs: These require a direct object. For example:
 "Put off": "She put off the meeting." (meaning to postpone)
 "Take up": "He took up gardening." (meaning to start a new hobby)
 Intransitive Phrasal Verbs: These do not require a direct object. For example:
 "Wake up": "I wake up early." (meaning to stop sleeping)
 "Give in": "After a long debate, she finally gave in." (meaning to surrender)
The meaning of a phrasal verb often cannot be deduced from the meanings of its individual
components, making them particularly complex (Mackey, 2009).
The meanings of phrasal verbs can be literal or idiomatic. For instance:
  Literal Meaning:
 "Look up": "He looked up at the sky." (meaning to raise one’s gaze)
 Idiomatic Meaning:
 "Look up": "I need to look up that word in the dictionary." (meaning to search for
information)
The usage of phrasal verbs is heavily context-dependent. For example:
 "Give up":
 Literal: "He decided to give up his seat." (meaning to relinquish a position)
 Idiomatic: "After several attempts, she decided to give up on her dream of
becoming an astronaut." (meaning to stop trying)
 "Run into":
 Literal: "I ran into the room." (meaning to enter quickly)
 Idiomatic: "I ran into an old friend at the mall." (meaning to unexpectedly meet
someone)
Learning phrasal verbs can be a difficult undertaking for English language learners. Confusion
may result from their unpredictability and the need for contextual knowledge. According to
research, learners' understanding of phrasal verbs can be considerably enhanced by practice and
specific instruction. For example, instructional techniques could consist of:
 Contextualized Practice: Using sentences like "She broke down in tears" (meaning to
become emotionally overwhelmed) in various contexts.

 Role-Playing: Engaging in dialogues that incorporate phrases like "turn down" (meaning
to reject) or "pick up" (meaning to collect or learn).

The use of phrasal verbs is essential to the English language's complexity and depth. Effective
communication requires an understanding of their meanings and applications.

References
- Darwin, C.M. & Gray, L. S. (1999, Spring). Going after the phrasal verb: An alternative
approach to classification.
- White, B. J. (2012). A conceptual approach to the instruction of phrasal verbs. Modern
Language Journal.
- Gardner, D., & Davies, M. (2007, June). Pointing out frequent phrasal verbs: A
corpusbased analysis.
- Bolinger, D. L. M. (1971). The phrasal verb in English. Cambridge, MA: Harvard
University Press.
- Liao, Y., & Fukuya, Y. J. (2004). Avoidance of phrasal verbs: The case of Chinese
learners of English.
- Chan, T. & Liou, H. (2005). Effects of web-based concordancing instruction on EFL
students' learning of verb – noun collocations.
- Vinogradov V.V. Selected works. Lexicology and lexicography. Moscow: Nauka, 1977.

- Dmitrieva O.P. Phrasal verb as part of the phraseological system of the English language.
Philological sciences. Voprosy teorii i praktika. 2016.
- Celce-Murcia, M., & Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL
Teacher's Course. Heinle & Heinle.
- McCarthy, M., & O'Dell, F. (2005). English Phrasal Verbs in Use. Cambridge University
Press.
- Thornbury, S. (2002). How to Teach Vocabulary. Pearson Education Limited.