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Cognitive Linguistics is a blooming field of inquiry which has recently proved to have a promising contribution to learning and teaching multiword units of English language including phrasal verbs. The present book reports on an experimantal study of the effectiveness of applying Cognitive Linguistics to teaching English phrasal verbs and demonstrates that the application of a CL-based approach can enhance and facilitate learning of phrasal verbs
This self-study edition includes an answer key in a separate booklet. The book aims to build up students' knowledge of phrasal verbs through full colour illustrations, which are accompanied by graded exercises. The phrasal verbs are recycled in each unit through a variety of exercises.. It consists of 10 Units; there are also 2 Review Units, (units: 1-5, and 6-10) which revise and consolidate the Phrasal verbs that students have already been taught. It is intended for intermediate/upper-intermediate level students (B2) who want to practise or revise their knowledge of this area of the language. It can be used in the classroom, or for self-study purposes.
This text is the overprinted edition specifically for teachers.The book aims to build up students knowledge of phrasal verbs through full colour illustrations, which are accompanied by graded exercises. The phrasal verbs are recycled in each unit through a variety of exercises..It consists of 10 Units; there are also 2 Review Units, (units: 1-5, and 6-10) which revise and consolidate the Phrasal verbs that students have already been taught.It is intended for intermediate/upper-intermediate level students (B2) who want to practise or revise their knowledge of this area of the language. It can be used in the classroom, or for self-study purposes.
This book has been written as a learning aid for EFL students (English as a Foreign Language). It is geared towards upper-intermediate and advanced students, and the first half goes over the most common verbs (e.g. come, bring, put, and make) while the second half runs through the most common prepositions (e.g. up, down, with, and on). The phrasal verbs are grouped together to make them sink in quicker. Multiple images are included in every chapter to draw out the various shades of meaning and to make the words easier to memorize. Each chapter has at least one vocabulary table, one micro-text, one short exercise, and several striking images. At the end of the book, the vocabulary is revised in a number of exercises for antonyms and synonyms. For learners who are hungry for extra resources, there is a playlist on YouTube with almost 100 video lessons (‘Learn Phrasal Verbs’) that focus on the same vocabulary. This coursebook, combined with the videos, is ideal for self-study, but it could also be used in the classroom.
Eat up the apple or Eat the apple up? Is there any difference in the messages each of these alternative forms sends? If there isn’t, why bother to keep both? On the other hand, is there any semantic similarity between eat the apple up and break the glass to pieces? This study takes a fresh look at a still controversial issue of phrasal verbs and their alternate word order applying sign-oriented theory and methodology. Unlike other analyses, it asserts that there is a semantic distinction between the two word order variants phrasal verbs may appear in. In order to test this distinction, the author analyzes a large corpus of data and also uses translation into a language having a clear morphological distinction between resultative/non-resultative forms (Russian). As follows from the analysis, English has morphological and syntactic tools to express resultative meaning, which allows suggesting a new lexico-grammatical category – resultativeness.
This book has been written as a learning aid for EFL students (English as a Foreign Language). It is geared towards upper-intermediate and advanced students, and the first half goes over the most common verbs (e.g. come, bring, put, and make) while the second half runs through the most common prepositions (e.g. up, down, with, and on). The phrasal verbs are grouped together to make them sink in quicker. Multiple images are included in every chapter to draw out the various shades of meaning and to make the words easier to memorize. Each chapter has at least one vocabulary table, one micro-text, one short exercise, and several striking images. At the end of the book, the vocabulary is revised in a number of exercises for antonyms and synonyms. For learners who are hungry for extra resources, there is a playlist on YouTube with almost 100 video lessons ('Learn Phrasal Verbs') that focus on the same vocabulary. This coursebook, combined with the videos, is ideal for self-study, but it could also be used in the classroom.
The book traces the evolution of the English verb-particle construction (‘phrasal verb’) from Indo-European and Germanic up to the present. A contrastive survey of the basic semantic and syntactic characteristics of verb-particle constructions in the present-day Germanic languages shows that the English construction is structurally unremarkable and its analysis as a periphrastic word-formation is proposed. From a cross-linguistic and comparative perspective the Old English prefix verbs are identified as preverbs and the shift towards postposition of the particles is connected to the development of more general patterns of word order. The interplay of phonological, morphological, syntactic and semantic factors in the loss of the native prefixes in the history of English is investigated. In this context the question is discussed to what extent the older prefixes were replaced by particles and borrowed prefixes, how the characteristic etymological and semantic properties of the Modern English phrasal verbs can be explained and what role they play in the lexicon. The author argues that their common perception as particularly ‘English’, ‘colloquial’ and ‘informal’ has its origin in the eighteenth-century normative tradition.
Word Power: Phrasal Verbs and Compounds is a textbook for guided self-learning intended for post-intermediate and advanced learners of English. It contains some 1,100 phrasal compounds used with 17 particles/prepositions which combine with some 500 different verbs, nouns and adjectives. Numerous glosses allow the teacher to use it in very heterogeneous classes. Thanks to cognitive linguistics the material is organized around each particle giving the students an astonishing insight into the networks of metaphorical meanings of each particle. Furthermore, the book implements the most important findings and techniques in the field of learning a foreign language. This textbook will be a valuable companion for teachers and students.