Friday, April 24, 2020

Conference Call: 1st International Conference on ESP, EAP and Applied Linguistics

1st International Conference on ESP, EAP and Applied Linguistics 
University of Thessaly, Volos, 26-27 September 2020

Deadline for submission of abstracts: June, 30 2020 

We invite submission of papers for reporting empirical research, systematic reviews of the literature, as well as theoretical and practical demonstrations. 
  • Practitioner-focused proposals in the following non-exhaustive but indicative areas are also invited:
  • teaching English to speakers of other languages (TESOL)
  • genre and discipline specificity
  • educational technology
  • teaching reading, writing, listening, speaking
  • development of teaching materials
  • teaching methodology
  • inter-disciplinary writing
  • corpus concordancing
  • writing for publication
  • reflective academic writing
  • teaching in multi-cultural contexts
  • semiotics
  • teaching students with learning disabilities 
  • teaching students with developmental disabilities 
  • teaching students with physical disabilities
  • English language and literature
  • computational linguistics and NLP
  • teaching a native language as a second language


(Article): The Conceptualization of English Phrasal Verbs by Greek Primary School Learners: An Empirical Cognitive Approach

Abstract: This study investigates the way Greek EFL elementary students conceptualize English phrasal verbs of the form component verb (take) plus component particle (updowninoutbackoffonapart). It is suggested image schemas play a facilitatory role in the conceptualization and interpretation of the figurative meanings of English phrasal verbs. The study argues that within the phrasal verb construct, the component particle prompts for the extension from literal to figurative meanings since the particle designates image schematic experiences (bodily-kinesthetic). The study conducted two types of test: (1) meaning of the sentence and (2) image-matching from the sentence. In test 1, participants were asked to read sentences which contained the verb take plus particles and they had to select the most appropriate meaning of the phrasal verb that matched the overall meaning of the sentence. In test 2, participants were asked to read sentences wherein phrasal verbs of the form take plus particles were highlighted. They were asked to match the meaning of the phrasal verb with one image. Each image represented a different type of image schema such as containerfront-back orientation and proximity-distance.

Keywords: English phrasal verbs; figuration; young learners; cognitive processes; metaphor; image schemas



doi:10.3390/languages4030051

https://www.mdpi.com/2226-471X/4/3/51

citation: Tsaroucha, E. The Conceptualization of English Phrasal Verbs by Greek Primary School Learners: An Empirical Cognitive Approach. Languages 20194, 51.



(Article): The Metonymicity of the Greek Deictic Adverbs εδώ [Here] and εκεί [There] in Politics

Abstract
This paper discusses the uses of the Greek deictic adverbs εδώ [here] and εκεί [there] in the language of politics. The paper draws examples from political speeches which took place in the Hellenic Parliament during 2011 and discussed the financial situation of Greece during that time. It is suggested that εδώ [here] and εκεί [there] have a high degree of metonymicity since they express ‘stand for’ relations. It is argued that the deictic adverbs have a referential function since they designate a range of concepts, namely, political parties, financial, political, and social situations, the Hellenic Parliament, political ideology, decisions, etc. It is also stated that the temporal and the spatial denotations of εδώ and εκεί are subject to image schemas. In particular, the paper discusses how the Greek deictic adverbs prompt for the image schemas of CONTAINMENTPART FOR WHOLE, and CENTRE-PERIPHERY and suggests that these types of image schemas have a metonymic basis.

Keywordspolitics; political speech; economic crisis; Greece; deictics; space; time; image schemas; metonymicity􏰔􏰒􏰃􏰅􏰫􏰃􏰄􏰔 􏰅􏰔 􏰮􏰃􏰑􏰑 􏰅􏰔
􏰤􏰎􏰄 􏰟􏰈􏰓􏰑􏰁􏰔􏰍 􏰑􏰅􏰈􏰓􏰆􏰅􏰓􏰃 􏰑􏰃􏰅􏰄􏰈􏰃􏰄􏰔􏰘 􏰟􏰈􏰓􏰑􏰁􏰔􏰍 􏰒􏰍􏰄􏰅􏰔􏰅􏰑 􏰗􏰃




citation: Tsaroucha, Efthymia. (2019). The Metonymicity of the Greek Deictic Adverbs εδώ [Here] and εκεί [There] in Politics. Philosophies, 4(3): 51; pp.:1-11. doi: https://doi.org/10.3390/philosophies4030051 (This article belongs to the Special Issue Philosophies of Time, Media and Contemporaneity)






Tuesday, March 17, 2015

Phrasal Verbs & Conceptual Blending


The meaning of English phrasal verbs can be retrieved by means of conceptual blending because blending exploits counterpart connections between input spaces and such connections motivate the way speakers conceptualize the structure of grammatical patterns. Particularly, the semantics of the verb (Input space I) blends with the semantics of the particle (Input Space II) and gives rise to a unified construction (Blended space). For example, in a sentence like her playing the piano brought down the house the phrasal verb “bring down” means to impress. The semantics of the verb “to bring”, which means “to carry”, “to convey”, “to lead”, “to cause to occur” blends with the semantics of the particle “down”, which denotes downward motion in a container and at a more figurative interpretation “down is up”.
The central hypothesis for this blending process develops as follows:
1.     At a more abstract level, conceptual blending proceeds via the establishment and the exploitation of mappings (the semantics of the verb maps to the semantics of the particle).
2.      After the projection of input spaces I and II to the blended space, background knowledge is activated (the speaker is in a position to understand that someone who plays the piano cannot bring down a house literally, but rather metaphorically).
3.     The use of mental imagery is licensed (the speaker is in a position to understand that “bring down” has an idiomatic meaning because it denotes that something was caused/lead to occur, therefore “bring down” denotes the positive change of a situation ([bring = lead] + [down = up] à lead up à impress).

Note: Paper presented at the "Blending Teleconference 2015" in collaboration with Case Western Reserve University (USA). 

Sunday, November 30, 2014

English Phrasal Verbs: A Case of Metonymy



Abstract
(forthcoming online by deGruyterOpen)
This paper argues that English phrasal verbs constitute a case of metonymy due to their special type of construction. The paper develops into three main arguments. Firstly, it is proposed that the semantics of the verb-particle construction denote spatial and temporal senses, which have a metonymic basis. Secondly, metonymic readings enable speakers to establish mental relations for the constituent parts of a sentence. Particularly, it is argued that due to the semantics of the verb-particle construction speakers can access the meaning of a sentence. Hence, there are certain connections between the actors interacting in an event, their activity, instruments, tools and affected objects or products. Lastly, the paper aims to that English phrasal verbs are rooted in image schemas that have a metonymic basis. 



Saturday, January 25, 2014

Englishisation in Greek Ads; The Rise of a “Novel” Metaphor [Paper to be presented in the 1st ftl symposium 2014]


This paper attempts to discuss the impact of English on Greek ads, mainly TV commercials. It is argued that the continuous influx of English phrases prompts for the rise of novel metaphors that encompass social characteristics of Greek youth culture. The cultural and social context of Greek TV commercials encourages metaphors that permeate certain domains of experience (Kövecses 2008) for the above-named subgroup.
Specifically, many Greek TV commercials whose main trading product is “smart-phones” use the English verb “to hit” in order to promote the advertised product to their target audience, which in most cases is young people. The extensive use of this verb derives from social media and the way youth culture makes use of the web. For instance, when young people use social media they employ phrases like “I hit it” meaning that they have listened to a particular song, watched a video etc. As a result, the verb “to hit” was afterwards introduced to TV commercials appealing to the particular subgroup.
The semantics of the verb “to hit” shifts from the meanings “to touch something with force”, “have a bad effect”, “have a problem and/or difficulty” into the meanings “to start to affect”, “to reach a state” and “to achieve something” (Macmillan Dictionary). Hence, the usage of the verb “to hit” in Greek TV commercials dealing with the selling of “smart-phones” presupposes that the ones who “hit” the trading product manage to reach a particular goal, that is they buy the advertised product.
Moreover, the figurative interpretation of the verb “to hit” by means of the cognitive process of metaphor seems to encourage the afore-mentioned semantic extension (Radden & Dirven 2007). Particularly, the licensed metaphoric reading is ADVERTISED PRODUCTS ARE HITTING GOALS. This will be treated as a case of orientational metaphor (Lakoff & Johnson 1980) since consumers seem to orient themselves towards a particular spatial location (the physical space of buying the advertised product). Hence, the reaching of a destination means the reaching of a goal as well. It seems that the advertised product is positioned in a verticality axis, wherein the reaching of the UP part indicates the state of hitting (purchasing) this product. Lastly, it is argued that the emergence of such metaphors is descriptive of a certain kind of public space. Within this public space consumers (youth culture) are represented as a set of dispositions. Such dispositions generate practices, perceptions and attitudes and incline consumers to act and react on certain ways (Thompson 1991), that is “hitting” the advertised product.
Keywords: novel metaphors, semantic extension, ads, youth culture
References
Kövecses, Z. 2008. Universality and Variation in the Use of Metaphor. In the Selected
Papers from the 2006 and 2007 Stockholm Metaphor Festivals, eds., N.-L. Johannesson & D.C. Minugh. Stockholm: Department of English, Stockholm University, 51-74.
Lakoff, G. & Johnson, M. 1980. Metaphors We Live By. Chicago: Chicago UP.
Macmillan Dictionary. http://www.macmillandictionary.com/dictionary/british/hit (last
accessed 29 September 2013).
Radden, G. & Dirven, R. 2007. Cognitive English Grammar. Volume II. Amsterdam:
John Benjamins.
Thompson, J. 1991. Ideology and Modern Culture. Cambridge: Polity. 

Thursday, September 26, 2013

1st International Symposium on Figurative Thought and Language; 25-26 April 2014

Thessaloniki Cognitive Linguistics Reading Group invites you to the 1st International Symposium on Figurative Thought and Language

http://www.enl.auth.gr/tclr/ftl.htm

Friday, May 24, 2013

Applying Embodiment to Idiomatic Expressions; A View from Metonymic Grammar (forthcoming online by Peter Lang Publishers)

In this paper I will attempt to propose that image schemas are rooted in metonymy and at a secondary point they extend into metaphoric readings. Idiomatic expressions, and particularly English phrasal verbs will be the area of my investigation. Specifically, it is argued that the image schemas reflected by means of the English phrasal verbs take up, take out, take up and take down license referential metonymies due to particles’ metonymic properties. Given that the particle represents multiple ways according to which the language user conceptualizes the world and, given that the particle reflects sensory-motor experiences, I further assume that in the case of English phrasal verbs the combination of the semantics of the verb along with this of the particle structures certain kind of representations —conveyed through image schemas— according to which the language user embodies the above-named experiences. Moreover, I view that these experiences are conceptualized and expressed through English phrasal verbs in such a way so as to indicate the presence of certain relations of continuity between metonymy and metaphor. As a consequence, the goal of this paper is to support the view that image are metonymic and any extensions into metaphor are subject to metonymy’s reason d’être: from a broader perspective, metonymy prompts for meaning extension. 

Tuesday, April 2, 2013

Conceptual Blending: The Case of Idiomatic Expressions

(Paper to be presented in the 7th APC; Athens 16-18 May)


This paper argues that conceptual blending motivates the conceptualization and expression of idiomatic expressions. Conceptual blending as a general cognitive process (c.f. Fauconnier & Turner 1994; 1996; 2002, Mendoza, 1998, Gibbs 2000) exploits counterpart connections between input spaces and such connections seem to motivate the way speakers conceptualize the structure of grammatical patterns. Given that within a particular context an utterance provides the language user signposts so as to exploit, retrieve or construct the intended meaning (c.f. Fauconnier & Turner 1996; Barlow 2000), I view that in the case of idiomatic expressions conceptual blending is rooted in metonymy and further extends into metaphor, and this type of co-instantiation may further suggest that metonymic readings are compressed and prompt for more metaphoric ones.

Specifically, the Metonymic Tightening Principle (Fauconnier & Turner 1998) states that when metonymically related elements are projected into the blended space, there is pressure to compress the “distance” between them (Coulson & Oakley 2000). In this paper, I will attempt to propose that when it comes to idiomatic expressions, the above-named principle operates in a dual axis: i) at a starting point, blending indicates the integration of different input spaces that interact in the speaker’s mind and, ii) at a more abstract level, conceptual blending proceeds via the establishment and the exploitation of mappings, the activation of background knowledge, and the use of mental imagery and mental simulation (Coulson & Oakley 2005). As a consequence, the already connected input spaces by means of the cognitive processes of metonymy and metaphor prompt for the interpretation of idiomatic expressions. For example, in a sentence like after what happened she decided to set her teeth on edge, two input spaces are connected: a) a specific event (a possible quarrel between the speaker and at least one more participant of the event) and b) speaker’s behavior/reaction (the speaker decided to act in a certain way after the event). The metonymy PART OF THE BODY FOR BEHAVIOR (anger= teeth [on edge]) indicates that set teeth on edge means to “irritate/upset someone”. However, the context of the given utterance seems to compress the metonymic reading of the idiomatic expression set teeth on edge and prompts for a more metaphoric one: teeth on edge could be interpreted as ANGER IS TEETH.

Tuesday, February 12, 2013

Metonymy and English Phrasal Verbs; Its Motivation to Grammar (To be presented in the 21st ISTAL, 2013)

This paper attempts to propose that idiomatic expressions, and particularly, English phrasal verbs are grounded in metonymy, and then extend into more metaphoric readings. It will be argued that speakers firstly conceptualize the metonymic dimension of English phrasal verbs and at a secondary point their metaphoric one. Hence, the metaphoric readings of English phrasal verbs are subject to a continuum from metonymy to metaphor according to their degree of fixedness. The study combines Dirven’s (2002) proposal arguing for an extension from metonymy to metaphor with Goosens’s (2002) argument pointing at the interaction of the two cognitive processes. More precisely, Dirven (2002) argues for a continuum on the basis of Jacobson’s (1971) metonymic and metaphoric poles suggesting that metonymy and metaphor are two different conceptual strategies, as the former is purely syntagmatic, while the latter purely paradigmatic. Under this proposal Dirven (2002) argued for three types of metonymies: linear, non-linear conjunctive (broadening of meaning at the linguistic level) and inclusive (allowing the extension from metonymic to more metaphoric meanings). On the other hand, Goosens (2002) argued for the interaction of the two cognitive processes in expressions of linguistic action. In particular, he introduced four cases of interaction: i) metaphor from metonymy (i.e., say something/ speak/ talk with one’s tongue in one’s cheek), ii) metonymy within metaphor (i.e., bite one’s tongue off, shoot one’s mouth off), iii) metaphor within metonymy (i.e. be/get up on one’s legs), and iv) demetonymisation on a metaphorical context (i.e. service by means of the lips only).
As a consequence, it will be argued that in the case of English phrasal verbs even if metonymy remains dominant, it cannot be that easily distinguished from metaphor. Adopting Barcelona’s (2002) observations on the interaction of the two processes at the conceptual level and their co-instantiation in the same linguistic expression, I will attempt to propose that there is a continuum from the most prototypical instances to other more marginal and hence, non-metonymic. After all, this type of interaction shows that extended meanings are not “amendable to characterization as either exclusively metaphors or exclusively metonymies with respect to their root meaning” and as a result we may speak of a case of  “metaphtonymy” as Riemer (2002: 381) claims, or as a case of meta-metonymy as I will attempt to explain.  

Tuesday, November 13, 2012

Cognitive Linguistics Upon (De)Compositionality and Fixedness: A Critical Overview


Nunberg, Sag and Wasow (1994: 498) departed from the earlier understanding of compositionality as a binary phenomenon, which defined constructions either as idioms or as non-idioms; in contrast, they defined compositionality as “the degree to which the phrasal meaning, once known, can be analyzed in terms of the contributions of the idiom parts”. Various studies have provided empirical support in favor of this “compositional view” of language. 

To name just a few, Cacciari and Tabossi (1988), Glucksberg (1993), Peterson and Burgess (1993), and Titone and Connine (1994) observed that even in highly non-compositional constructions, the semantics of the component words are activated at least to some degree. Specifically, this observation suggests that the literal meanings of words facilitate the comprehension of idioms to the extent that they semantically overlap with the idiomatic meaning (Gibbs and Nayak 1989; Gibbs, Nayak, Bolton & Keppel 1989).
According to Baldwin (2004: 1) multiword expressions (MWEs) (including English phrasal verbs) are “idiosyncratic interpretations that cross word boundaries”. MWEs are sensitive to morphological and syntactic flexibility, which enable the language user to conceive their meaning (ibid: 1). Baldwin (2004: 7) further proposes that multiword expressions, whose degree of idiomaticity ranges from the literal to the idiomatic axis, can be interpreted by virtue of “decompositionality”, termed as “the degree to which the semantics of an MWE can be ascribed to those of its parts”.
At this point, I should mention that both traditional and Cognitive approaches to idiomatic expressions consider fixedness as an important factor studying multiword expressions like phrasal verbs. To be more precise, “fixed expression” is a very general but convenient term, adopted from Alexander (1978, 1979), Carter (1987) and others, and used to cover several kinds of a phrasal lexeme, a phraseological unit, or a multi-word lexical item. As Moon (2003: 2) observes these units include: i) frozen collocations, ii) grammatically ill-formed collocations, iii) proverbs, iv) routine formulae, v) sayings and, vi) similies. 
Moreover, other scholars assumed that fixed-form expressions, whether literal or figurative in interpretation, are simply lexical entries precisely like those assumed for standard literal interpretation of individual words (Swinney & Cutler 1979; Di Sciullo & Williams 1987). Finally, in its simplest description, a fixed figurative expression is a string of words for which the interpretation is not (entirely) derived from the individual meanings of the words comprising the string (even if there can be seen some historical linkage of the literal words to the overall expression); this non-literal interpretation has become “fixed” in the language by use (Hillert & Swinney 1999: 2).
The latter remark suggests that an idiom compound's meaning may be: a) entirely independent from the “literal” meanings of the individual words in the compound, b) partially related to one of the “literal” meanings of the compound via either structural or semantic analysis, or c) entirely ambiguous, having both a “literal” and a “figurative” meaning (Hillert & Swinney 1999: 3). For example, the English compound “redhead” is composed of: i) the structurally decomposable literal meaning involving a head that is red in color (perhaps from sunburn or dye), ii) the partially decomposable meaning of “having hair that is red”, and iii) the non-decomposable figurative meaning of “hot tempered”, a meaning derivable only by knowledge of personality features stereotypically associated with persons who have red-hair (ibid: 3). The latter meaning has come to be fixed by use, and is thus idiomatic. In similar manner, if we consider the case of the English compound “horse-laugh”, we will observe that with the exception of the small class of individuals who deal closely with horses (and who might attribute the human descriptor of laughter to a horse), there is no literal (decomposable or otherwise) interpretation of this compound; Yet the fixed idiom is easily understood to mean a loud annoying (braying) laugh by a human (ibid: 3).
Furthermore, according to Wray (2002) phrasal verbs once conventionalized belong to the class of fixed expressions. Fixed expressions refer to “specific combinations of two or more words that are typically used to express a specific concept. […] The defining feature of a FE is that it is a word combination, stored in the Mental Lexicon of native speakers that as a whole refers to a [linguistic] concept. This makes FEs non-compositional in the sense that the combination and structure of their elements need not be computed afresh, but can be retrieved from the Mental Lexicon. However, the degree of lexical and syntactic fixedness can vary” (Sprenger 2003: 4).
In this regard, the notion “fixed expression” encompasses more than idioms. As Booij (2009: 221) points out idiomatic expressions have one or more non-compositional properties, whereas a fixed expression may be completely compositional, but nevertheless stored because it is a conventional name for a particular concept. This view argues that linguistic knowledge encompasses both knowledge of the grammatical system of a language, and knowledge of the conventions involved in using that language (ibid: 221).
Moreover, Gibbs (1995: 99) claims that the most important problem concerning the analyzability of idioms derives from the traditional view according to which idioms are non-compositional and hence, their meaning cannot be predictable from an analysis of the meanings of their parts.  Gibbs (1995: 103) attempted to approach idiomaticity by relating it to fixedness; in particular, he claims that it is of utmost importance to consider that most languages have many idioms with similar figurative meanings. For instance, American English has many idioms referring to the concept of getting angry, such as “blow your stack”, “hit the ceiling”, “blow off steam”, “bite your head off”, “get pissed off” (ibid: 103).
Gibbs (1995: 104) further criticizes traditional approaches to idiomaticity stating that there is no particular reason why we should create and use so many different expressions to convey roughly the same idea or concept. He also disagrees with the view that each phrase’s meaning is supposedly determined by separate historical situations that have evolved into pragmatic conventions of use, implying that the link between an idiom and its figurative meaning is arbitrary and cannot be predicted from the meanings of its individual words (ibid: 104).
Contrary to the traditional view, Gibbs criticizes traditional approaches by pointing out that the figurative meanings of idioms might well be motivated by people’s conceptual knowledge that is itself constituted by metaphor (ibid: 104). For instance, the idiom “John spilled the beans” maps our knowledge of someone tipping over a container of beans to that of a person revealing some previously hidden secret; English speakers understand “spill the beans” to mean “reveal the secret” because there are underlying conceptual metaphors, such as THE MIND IS A CONTAINER and IDEAS ARE PHYSICAL ENTITIES, that structure their conceptions of minds, secrets, and disclosure (Lakoff & Johnson 1980). Even though the existence of conceptual metaphors does not predict that certain idioms or conventional expressions must appear in the language (i.e. “spill the beans” vs. “spill the peas”), the presence of these independent conceptual metaphors by which we make sense of experience partially explains why specific phrases, like “spill the beans” are used to refer to particular events (such as the revealing of secrets) (Gibbs 1995: 104).

Monday, November 12, 2012

Models of Studying English Phrasal Verbs


Traditional (formal) approaches

A) Bolinger (1971)

Intransitive verbs show just as clearly for the adverb, or the particle to attach itself semantically to the noun; for instance, he stands out or he stood apart. English phrasal verbs are defined by virtue of the syntactic properties of the particle; in particular, he claims that particles (such as off and on) form the most typical phrasal verbs and these particles function as adverbs or prepositions (ibid: 76). Particles, which oscillate between preposition and adverb, give rise to the so-called prepositional adverbs (ibid: 26). For instance, with prepositional adverbs a sentence like he run away or I walked home is grammatical compared to a sentence like *he run away school, or * I walked home my apartment.

B) Fraser (1976)

 Strong relationships between the verb and the particle show that a verb and a particle may combine in more than one way. For example, in some verb-particle combinations a constituent alteration of meaning results from the presence of the particle and this instance is referred as a type of “systematic combination”[1] (ibid: 5). Within the class of systematic verb-particle combinations there are two types:

1.   Those for which the co-occurrence restrictions on the verb and the particle are exactly the same for those which are not identical, such as drink down wherein the verb-particle combination is used transitively, but the verb alone cannot (ibid: 6).

2.    Combinations like deed over and hand out while instances of systematic verb-particle combinations do not share the same co-occurrence restrictions as the corresponding verbs. For instance:

i) The old man deeded over the estate.
ii)             * The old man deeded the estate.
iii)            Will you please hand out the secret folders?
iv)            * Will you please hand the secret folders? (Ibid: 6)

Cognitive Studies


A) Lindstromberg (1998)



According to this approach, the term phrasal verb or “multi-word verb” refers to verb plus preposition combinations, which are non-literal and more or less idiomatic (ibid: 22). Thus, pick up cannot be regarded as a phrasal verb because both “pick” and “up” have their common literal meanings. Lindstromberg’s (1998: 9) approach to English phrasal verbs places central emphasis on the semantics of prepositions (rather than their syntactic properties as introduced by Bolinger’s (1971) approach), since the preposition enables the language user to locate the subject in relation to the Landmark. In this regard, in, from, toward, by and between are prepositions of path because the Landmark is seen either as a container, or as a surface, or as long and narrow or even as a point on a potential or actual path:

a.          The Landmark as a container:
- In/ out of the room à location
- In/ out/ through the roomà movement along a path
- Throughout/ all through the roomà distribution


b. The Landmark as a surface:

- It’s lying on/ off/ across the carpetà location
- It went onto/ off/ across the carpetà movement along a path
- It scattered papers all across the carpetà distribution

c. The Landmark is seen as long and narrow:
- There’s a ditch along the roadà location
- Go along the roadà movement along a path
- They scattered litter all along the roadà distribution

d. The Landmark is seen as a point on a potential or actual path:
- It’s toward/ at/ away from the schoolà location
- We went to/ from/ via the schoolà movement along a path   (ibid: 13)

The aforementioned examples indicate that Lindstromberg’s (1998) approach to English phrasal verbs is merely based on the properties of the particles. Under this assumption, English phrasal verbs, which occur as the combination of the verb with extremely common particles (like those of the previous examples), can be further treated as perfective[3] phrasal verbs (Lindstromberg 1998: 23).

Moreover, Lindstromberg (1998) argues for the semantic classifications of phrasal verbs by virtue of three criteria: idiomaticity, number of elements and kind of metaphor. First of all, idiomaticity classifies phrasal verbs into non-idiomatic (put up your hand), semi-idiomatic (knock someone out) and idiomatic (put up with someone) (ibid: 244). The second criterion of classification refers to the number of metaphorically used elements. In particular, a zero element implies that in an utterance like cut up the onions, only the particle up is used non-literally; on the other hand, in an utterance like his remark cut her up, the verb cut in combination with the particle up is used non-literally (ibid: 244). In this case, the semantic interaction between “his remark” and the phrasal verb contributes to the metaphorization of the whole sentence (IDEAS/ ARGUMENTS are WAR).

The last criterion of Lindstromberg’s (1998) semantic classification deals with the so-called “kind of metaphor”. In other words, phrasal verbs are further categorized into two types: a) those deriving from a stereotypical image of an event, an activity or, a sequence of events, such as bump someone off  [=kill someone] and, b) those whose prepositions or particles express an abstract conventional metaphor, such as she turned him down (ibid: 245-246).

2) Rudzka-Ostyn's (2003) model

English phrasal verbs are a special type of expressions, wherein the particle or the preposition is attached to the verb. In particular, Rudzka-Ostyn (2003: 3) claims that if the meaning of the verb is known and if the meaning of the particle is spatial, the phrasal verb is generally easy to understand. In this regard, Rudza-Ostyn’s model of studying English phrasal verbs indicates that the spatial, prototypical meaning of the most frequent prepositions or particles is illustrated as across, along, away, back, by, down, in, inside, into, off, on, over, through, under and up (ibid: 3-4).

However, Rudza-Ostyn (2003) points out that there are two basic restrictions regarding the formation of English phrasal verbs. More precisely, the first restriction derives from the place of the particle according to which the more figurative a phrasal verb is, the more it forms a tight unit, and the less figurative a phrasal verb is, the verb and the particle can be split (ibid: 1). The second restriction deals with the passivization of phrasal verbs since only when there is a flow of energy from an agent to an object, phrasal verbs can be used in the passive (ibid: 1).



[1] The boy bolted his food. à The boy bolted down his food.
   Drink your milk. à Drink down your milk. (Adapted from Fraser 1976: 5)
[2] The phonological shape of the verb indicates that the majority of verbs occurring with particles are monosyllabic, namely [l], [r], [m], or [n], i.e., live, run, make, nestle (Kennedy 1920; Whorf 1964; Fraser 1965).

[3] The term perfective mcomes from the Latin “per”, which means “through” and “-fect” comes from the Latin word “done” or “made”; hence, “perfect” means “done through”, or that something is done or complete (Lindstromberg 1998: 23-24).

C). My study (Tsaroucha 2012; MA dissertation, AUTH) 

i) Phrasal verbs can be studied on the grounds of idiomaticity i) idiomatic expressions are located on a cline of more or less fixedness, in the sense that they extend from literal to more metaphorical meanings and, ii) the idiomatic nature of English phrasal verbs is rooted in (de)compositionality.

ii) The verb-particle combination is subject to a certain kind of blend, wherein the semantics of the particle combine with the semantics of the verb, even if the particle and the verb do not have similar meanings. For instance, if we consider a sentence like let’s take up each problem one at a time, we will observe that the prototypical meaning of the verb take combines with the prototypical meaning of the particle up in such a way that the language user is in a position to interpret the phrasal verb as “to deal with”, rather than as “to raise” or “to begin”. 

iii) A Cognitive continuum of idiomaticity suggests that English phrasal verbs extend from metonymic to more metaphoric readings. On the basis of Gibbs’s (1995: 104) argument, stating that “the figurative meanings of [idiomatic expressions] might well be motivated by people’s conceptual knowledge that is itself constituted by metaphor”, I claim that people’s conceptual knowledge is firstly constituted by metonymy and then extends into metaphor.








Conference Call: 1st International Conference on ESP, EAP and Applied Linguistics

1st International Conference on ESP, EAP and Applied Linguistics  University of Thessaly, Volos, 26-27 September 2020 Deadline for submi...