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Essay / Research Paper Abstract
A 3 page paper that summarizes the content of chapter 22 from Marianne Celce-Murcia and Diane Larsen-Freeman’s text on ESL/EFL grammar instruction, Grammar Book: An ESL/EFL Teachers Course. No additional sources cited.
Page Count:
3 pages (~225 words per page)
File: D0_khpvs.rtf
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Unformatted sample text from the term paper:
out the complex and confusing idiomatic use of the word "up" in several example sentences. These examples underscore the difficulty of this topic for ESL/EFL students, as the authors show
how with phrasal verbs meaning may not be related to content, as a student can know the meaning of the verb and the particle and not know the meaning when
the two are combined. The authors also note that there are few non-Germanic languages that include phrasal verbs, so the whole concept may be alien to ESL/EFL students, yet these
verbs are essential to understanding English in informal contexts. The authors close this section of the chapter by citing a principle they offered in chapter-"give student reasons, not rules"
(Celce-Murcia and Larsen-Freeman 426)(All subsequent citations refer to this text). The next section offers a syntactical analysis of phrasal verbs that facilitates this instruction. A phrasal verb (PV) consists
of 2 or more words that function as a single verb, which is why PVs typically consist of a "verb plus a second word," usually a word considered to be
an adverb (426). The authors explain the way in which PVs are used by showing the structure of these sentences in diagram form. The symbols on either side of
the word considered to be the particle indicate that although the particle is considered part of the PV, it need not be the next word after the verb. This
is followed by a section on the syntactical features of PVs, which lists transitive and intransitive phrasal verbs, as well as PVs that require the use of a preposition. The
examples offered demonstrate the confusing nature of this particular form of speech as the meaning of many of the examples are not readily obvious when considering the separate meaning of
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