This article discusses the reasons why Chinese learners of English avoid using phrasal verbs in an English community context or when using English as an interlanguage in China. The avoidance of phrasal verbs often leads to ineffective communication. By adopting appropriate pedagogical and methodological approaches or providing proper guidance to learning, Chinese learners of English may achieve...

Previous neuroimaging research indicates that English verbs and nouns are represented in frontal and posterior brain regions, respectively. For Chinese monolinguals, however, nouns and verbs are found to be associated with a wide range of overlapping areas without significant differences in neural signatures. This different pattern of findings led us to ask the question of where nouns and verbs...

This paper provides experimental evidence from German and English against the view that a goal to/zu-PP in combination with motion verb designates is reached. We propose to/zu have modal meaning, responsible for defeasibility of inference argue type subjects (intentional agent vs. accidental or theme) determines flavor (necessity) encoded by preposition (teleological circumstantial), which allo...

We investigate the use of multilingual data in the automatic classiication of English verbs, and show that there is a useful transfer of information across languages. Speciically, we experiment with three lexical semantic classes of En-glish verbs. We collect statistical features over a sample of English verbs from each of the classes, as well as over Chinese translations of those verbs. We use...

We undertook a detailed investigation of French and English verbs of emotion. Based on a prior classification of French emotion verbs (Mathieu, 2000, 2005), the corresponding English verbs were manually identified. An independent classification for each language yielded 27 shared classes and one class specific to English only. We matched the verbs and the classes crosslinguistically for both se...

The object of the study is parenthetical constructions, represented in language by three types — modal, reflexive and appellative. Modal introductory constructions denote modal status a proposition. In epistemic units act as reflection marking. Appellative have an illocutionary function influencing addressee. purpose this article to analyze appellative with predicates one subclasses proposition...

The ability to comprehend and produce phrasal verbs, as lexical chunks or groups of words which are commonly found together, is an important part of language learning. This study investigates the effect of ‘conceptual metaphor awareness’, as a newly developed technique in Cognitive Linguistics, on learning phrasal verbs by Iranian intermediate EFL learners. To meet this objective, two intact ho...

Neuropsychological and neuroimaging studies of English and other Western languages suggest that basic lexical categories such as nouns and verbs are represented in different brain circuits. By contrast, research from Chinese indicates overlapping brain regions for nouns and verbs. How does a bilingual brain support the representation and organization of nouns and verbs from typologically distin...

Can regular and irregular verb forms be accommodated by a single representational mechanism or is a dual mechanism account required? In a first experiment, we used a cross-modal repetition priming paradigm to investigate the mental representation of regular and irregular verb forms in French. Participants heard a spoken prime (such as aimons, ‘we love’) immediately followed by lexical decision ...