Chapter One Introduction
1.1 The Background of the Research
Phrasal verbs, (also particle verbs), come from the local dialects of Anglo-Saxon, then were spreadamong the underclass. Due to phrasal verbs’ distinctive features, the number of them increases rapidly, andit becomes popular to make use of them. McArthur (1980) said: “Phrasal verb is probably the first verbform that children in English-speaking countries have touched”. What he said might be a little exaggerating,but it vividly reveals the important status of the phrasal verbs.Phrasal verb as an important type of idiom, however, hasn’t drawn sufficient attention. To date, mostresearches in this concern have focused on English phrasal verb syntax (Quirk, 1985), semantics (Morgan,1997; Hampe, 2017), or phrasal verb classification for ESL (English as a second language) pedagogy(Gray，1999). However, studies have seldom contributed to the acquisition of phrasal verbs.Moreover, it is a very difficult task for English learners to have a good command of phrasal verbs. Themain reasons are below: a) Phrasal verb behaves as an integrated verb concept, not the simple plusing ofthe verb and particle’s meanings. b) Many of the verbs and particles have great ability of combination.They can construct dozens of phrasal verbs. c) The polysemy of phrasal verbs. A phrasal verb may havemany senses, and several phrasal verbs may have the same or similar meanings. d) The complexity of theusage of phrasal verbs. The particles are the adverbs or prepositions. It is very difficult to decide whether anobject should be followed or not, nor the position of the object. Also the teaching method is one of thereseans resulting in the difficulties of learning. In the present classrooms, the traditional teaching methodsstill have leading position. Especially the Grammar Translation Method works on a large scale in manycountry schools. Ways of teaching affect students’ methods of learning. It is still popular reciting Englishwords and phrases mechanically among students. Of course it’s unsatisfactory for the teachers and studentsto the effects of memory. Moreover, the complex features of phrasal verbs themselves also lead to thedifficulties of learning them.
背景的探讨
短语动词,(也粒子动词),来自当地方言的盎格鲁-撒克逊,随后被分散在下层阶级。由于短语动词的特点,它们的数量迅速增加,成为流行的使用它们。麦克阿瑟(1980)说:“短语动词可能是第一动词形式,孩子们在英语国家有感动”。他说的可能有点夸张,但它生动地揭示了重要地位的短语动词。短语动词作为一种重要的类型的习语,然而,并没有吸引足够的关注。迄今为止,大多数探讨都集中在这一担心英语短语动词的语法(怪癖,1985),语义(摩根,1997;Hampe,2017),或短语动词分类为ESL(英语作为第二语言)教育学(灰色,1999)。
1.2 The Purpose of the Research
The study is aimed at improving the current situation. The researcher attempts to probe a new methodof teaching phrasal verbs to help the teachers and students. Recently, cognitive linguistics at home andabroad has developed so rapidly that it has begun to gain a dominant position in linguistic theory. Based onvarious views from home and abroad, the professor Wang Yin (2017) made a distinction between micro and macro cognitive linguistics. The micro approach can be described as follows: Starting from bodilyexperience and cognition, and centered on meaning, cognitive linguistics is an emerging, cross-disciplinarysubject that adheres to the philosophical view of bodily experience, and is aimed at an unified account ofcognitive principles behind language facts through delving into cognitive strategies and knowledgestructure.The thesis is attempting to the guidance of micro cogn本论文由英语论文网提供整理，提供论文/，英语论文/，/论文，/英语论文，/留学生论文，英语毕业论文，/英文论文，留学生论文/相关核心关键词搜索。
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