A Cognitive-Linguistic Investigation of English Phrasal Verbs Related to Plants

Milošević, Ivan; Pavlović, Tijana Vesić

doi:10.22190/full1702219m

Cited by 3 publications

(5 citation statements)

References 11 publications

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“…The semantic interaction between the verb and the particle is still essential. As noted by Milošević and Pavlović (2017), similar to particles' extensions, conceptual metonymies are of a limited number and they were outlined by Kövecses and Radden (1998). Examples of such metonymic patterns are instrument for action, agent for action, action for agent, object involved in an action for the action, etc.…”

Section: Resultsmentioning

confidence: 97%

“…In a research paper by Milošević and Pavlović (2017), the authors proposed that metaphor and conceptual metonymy are important mechanisms for reaching an overall understanding of phrasal verb meaning. As metaphorical meaning is given by the particle, conceptual metonymies stem from the verb.…”

Section: Resultsmentioning

confidence: 99%

“…More recent investigations were by Milošević and Pavlović (2017) and Lu and Sun (2017). Milošević and Pavlović (2017) explored the semantics of phrasal verbs related to plant growth focusing on those having the particles out, off, up, through, in and away. Though Milošević and Pavlović (2017) did not adopt a specific cognitive model, they noted that phrasal verbs contribute a general meaning and a specific one.…”

Section: Previous Studies On the Cognitive Instruction Of Phrasal Verbsmentioning

confidence: 99%

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A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model

Al-Otaibi

2019

JLE

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English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.

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Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

Section: Previous Studies On the Cognitive Instruction Of Phrasal Verbsmentioning

confidence: 99%

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A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model

Al-Otaibi

2019

JLE

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“…The research was carried out within the structural paradigm of linguistics in view of the anthropocentric approach to language in modern science (Kovác, 2011;Peftieva, 2016;Stanojević, 2009). It means the acknowledgment of the idea that in order to explain the semantics of the lexical units' denoting coffee and establish the principles of coffee nomination and grouping of the units under analysis, one should take into account their mental basis, or the corresponding notion (Borysov and Mai, 2022;Genovesi, 2023;Zheng, 2022).…”

Section: Methodology Of the Studymentioning

confidence: 99%

Lexical representation of the notion coffee in present-day English (on the material of lexicographical sources)

Borysov,

Vasylieva,

Kovalova

et al. 2024

Forum Linguist. Stud.

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The article is devoted to the study of the lexicon that represents the notion of coffee in present-day English. The novelty of the research is that the corresponding lexical units were established, analysed, and then distributed in groups, with their semantic connections revealed and described. It is quite topical as a great number of modern philology studies focus now on those lexical domains that verbalize various fragments of material and spiritual life of an ethnic community. Thus, in this work, the thematic criterion of stratification of the part of English vocabulary that denotes coffee was applied. The borrowed nature of the lexeme coffee was revealed. The polysemous lexeme possesses a six-component structure, the basic lexico-semantic variant of which fixes the idea of a drink and is characterized by the double axiology of its connotation. It was established that the other meanings were formed as a result of a metonymic shift. We demonstrated that the unit coffee is a core of the lexicon “coffee” with nine thematic groups, further differentiated into thematic subgroups, lexical-semantic groups and synonymic rows. The stylistic classification of the vocabulary was also carried out. The identified groups reflect the components (or their combination) of the notion of coffee, which was initially modelled on the basis of the study of the meaning of the lexeme coffee and finally expanded in the course of further analysis of the lexical fragment.

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“…"The analysis of meaning needs to take into account the complex interplay between the senses of the particle relying on spatial configurations and the senses of the constituent verb stemming from the conceptual metaphor and metonymy" (Milošević & Pavlović, 2017). Figurative senses extend from spatial senses of a preposition through conceptual metaphors.…”

Section: Cognitive Linguistics (Cl) and The Semantics Of English Prepmentioning

confidence: 99%

Cognitive Comprehension of “Beyond & Behind”: An Experimental Study of Baghdad University

Aajami¹

2018

IJEL

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The present study analyzes two locative English prepositions behind and beyond from the cognitive semantic point of view. These prepositions pose a problem experienced by Iraqi undergraduates. The complexity of these two prepositions encourages the researcher to use the cognitive linguistics (CL) approach and its insights as developed by Evans and Tyler 2003 to test its validity and help the Iraqi students. The data analysis is quantitatively-based. Seventy second-year university students participate in this experimental study. The pre-test and post-test data are analyzed through SPSS statistical editor and the results show a progress of more than (0.05≤). The results of the questionnaire show a noticeable positive change in the students’ attitude toward CL approach and display the main source of difficulty that is related to perplexity in the usage of these prepositions. The effectiveness of CL approach in getting accurate comprehension of the English prepositions behind and beyond is proved by the results of this experiment.

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A Cognitive-Linguistic Investigation of English Phrasal Verbs Related to Plants

Cited by 3 publications

References 11 publications

A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model

A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model

Lexical representation of the notion coffee in present-day English (on the material of lexicographical sources)

Cognitive Comprehension of “Beyond & Behind”: An Experimental Study of Baghdad University

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