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SEMANTIC ANALYSIS OF PHRASAL VERBS FEATUR
ING “UP” IN “ROBINSON CRUSOE” BY
DANIEL DEFOE
Alaudinova Dilnoza Rustam kizi
Doctor of philosophy on pedagogical sciences, PhD at Termez state university, Uzbekistan
Egamberdiyeva Madina Bo'ron kizi
Master student of Termez state university, Uzbekistan
AB O U T ART I CL E
Key words:
Phrasal verbs, semantic analysis,
Robinson Crusoe, literary studies, English
language, figurative meaning, literal meaning,
polysemy, phrasal verb usage.
Received:
19.11.2024
Accepted
: 24.11.2024
Published
: 29.11.2024
Abstract:
This paper delves into the semantic
analysis of phrasal verbs with the particle “up” in
Daniel Defoe’s Robinson Crusoe. Phrasal verbs,
known for their versatility, are a key feature of the
English language. This study explores both their
literal and figurative meanings, as well as their
polysemous nature, offering insight into how
Defoe skillfully uses these expressions to enhance
the narrative. By analyzing selected examples
from the novel, the paper highlights the
multifaceted nature of “up” particle phrasal verbs,
revealing how they convey ideas of completion,
direction, emphasis, and multiple meanings in
different contexts. The research not only examines
the linguistic function of these expressions but
also underscores their significance in enriching
the thematic depth of the text. Ultimately, this
study contributes to the broader understanding of
language use in literary works, focusing on the
nuanced role of phrasal verbs in Robinson Crusoe.
INTRODUCTION
As today’s advancements in technology and global connectivity continue to shape our world, English
plays an integral role as a bridge for people around the world, giving opportunities to communicate,
share cultures and knowledge, while strengthening human bonds. It is also no secret that English is one
of the languages that is the central focus of study and research by many linguists and scholars. It stands
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out with its rich and diverse vocabulary, along with its grammatical structures, phonetic elements, and
stylistic devices.
One of English’s distinct and challenging features, which also adds beauty to it, is phrasal verbs. Because
of their wide use, they are very important to master when learning the English language. However, they
pose a lot of difficulties for language learners due to their connotative meanings. Phrasal verbs consist
of a verb and a particle, which can be a preposition or an adverb, and together they create a new
semantic unit that differs from the meaning of each separate word. These lexical units can also involve
various meanings across different contexts, as they have a polysemous feature. For instance, the phrasal
verb “turn down” can be interpreted as “reject,” “reduce,” or “decrease,” depending on the context. This
proves that exploring these units, especially their semantics, is one of English’s relevant tasks.
Likewise, this article aims to analyze the semantics of phrasal verbs in a literary context, and the “pearl
of 18th-century
literature,” Robinson Crusoe by well
-known writer Daniel Defoe, has been chosen to
conduct this research. The novel stands out for being rich in linguistic elements, especially phrasal
verbs. The writer used phrasal verbs skillfully and extensively to des
cribe the character’s adventures,
difficulties, inner states, as well as broad themes like isolation, fighting for survival, resilience, and
depicting England’s social structures, such as the slave
-master relationship and financial matters. It
should be no
ted that only phrasal verbs with the particle “up” have been selected for this study. The
phrasal verbs with the “up” particle make up a large portion of the text, and exploring their semantic
analysis has been considered the main objective of this research.
Literature Review
Phrasal verbs are a key part of the English language and have attracted considerable interest from
researchers and linguists for many years. Numerous studies have been conducted to explore their
versatility and significance in English.
To understand the term “phrasal verb” and its evolution, it’s
useful to briefly examine its origins.
Linguist Stephan Thim notes that phrasal verbs have been the focus of linguistic attention for around
three centuries, even though the term itself only emerged in the early 20th century. It first appeared in
Smith’s Words and Idioms (1925), where Smith mentions that the term was suggested to him by Dr.
Bradley (Smith, 1925, p. 172). Looking at their origins, phrasal verbs can actually be traced back to Old
English, although they were rare at the time. These early expressions typically appeared as prefixed
forms, with the particle attached to the front of the verb, a structure different from today’s usage. For
example, “bærnan” (to burn) and “forbærnan” (to completely burn). During this period, the “up” particle
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was used primarily to indicate “upward movement,” and the meaning of “completion” had yet to
develop (G.J.M. Lamont, 2005).As English evolved, a shift occurred from the old word order (Object +
Verb) to the modern (Verb + Object). This change facilitated the formation of phrasal verbs. The
transition to placing the verb in the second position allowed for the separation of preverbal elements
and particles, significantly shaping the form and meaning of phrasal verbs (S. Thim, 2012, p. 316) (B.
Capelle, 2017).
Phrasal verbs have also been widely used by writers throughout history. For example, the famous
playwright William Shakespeare is estimated to have used over 5,744 phrasal verbs in his works during
the Early Modern English period (https://bit.ly/3Zjabom). Similarly, the 1719 novel Robinson Crusoe
is noteworthy for its extensive use of phrasal verbs. These expressions not only add depth to the
language but also help convey complex ideas and emotions.
Various studies have focused on the syntax and grammatical structures of phrasal verbs, with
researchers such as A. Sroka and R. M. W. Dixon contributing significantly to this field. Mélodie Garnier
and Norbert Schmitt (2015) further explored the complex semantic nature of phrasal verbs and made
important discoveries. As part of the PhaVe List project (Phrasal Verb Pedagogical List), they compiled
a list of the 150 most commonly used phrasal verbs and developed strategies to teach them more
effectively. Their findings highlight that phrasal verbs are often polysemous, meaning their meanings
change depending on context. For example, the phrasal verb “go on” is listed in the Collins Cobuild
Phrasal Verbs Dictionary (2012) with 22 distinct meanings. This wide range of uses can make phrasal
verbs particularly difficult to learn. To address this, Garnier and Schmitt emphasize the importance of
mastering the most basic and commonly used meanings of phrasal verbs first, as this can reduce
confusion and enhance language learning. Their research also provides valuable linguistic tools to help
learners understand the contextual and multifunctional nature of these expressions.In addition to
semantic studies, research on the frequency of phrasal verbs in language use has also yielded
interesting findings. Linguist Liu (2011) analyzed the most frequently used phrasal verbs in British and
American English, while Gardner and Davies (2007) studied the distribution of phrasal verbs across
different corpora, achieving noteworthy results. According to their research, phrasal verbs are crucial
to both written and spoken language, and understanding their frequent use can significantly improve
language proficiency.
While the role of phrasal verbs in language has been extensively studied, their use in literary works
remains mostly unexplored. This paper aims to delve into the semantic functions of phrasal verbs,
focusing on their usage in Robinson Crusoe.
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METHODOLOGY
This research focuses on analyzing the semantic functions of phrasal ve
rbs with the particle “up” in
Daniel Defoe’s Robinson Crusoe. The study will adopt a qualitative approach, concentrating on how
these phrasal verbs contribute to the themes and characters in the novel.First, phrasal verbs containing
the particle “up” will
be identified through a close reading of the text. Each instance will be examined in
its context to understand its meaning, both literal and figurative. Special attention will be given to the
polysemy of these verbs, considering how their meanings shift depending on the situation.The analysis
will focus on categorizing these phrasal verbs according to their semantic roles and how they express
different ideas or emotions, such as action, completion, or intensity. Secondary research on the role of
phrasal verbs in literature will be referenced to support the interpretation of these verbs in Robinson
Crusoe.
Semantic analysis of “Up” particle phrasal verbs
Phrasal verbs constist of a verb and a particle, where the particle may be a preposition (e.g., go on), an
adverb (e.g,.turn up), or both(e.g,.put up with). Together, these components create a new meaning that
is often distinct from the sum of their individual parts. Phrasal verbs frequently exhibit both literal and
figurative meanings. When used in literal sense, their meaning can typically be deduced from the
meanings of the verb and particle in isolation. For example, in the phrase stand up, the meaning aligns
closely with the physical action of standing in an upright position. However, in their figurative sense,
phrasal verbs acquire more abstract or idiomatic meanings, which may not be immediatly apperant,
such as stand up for, meaning to defend or support a cause or person. This duality of meaning phrasal
verbs a particularly rich and complex area of study, especially in terms of their semantic flexibility
across different contexts
Literal meaning
The literal meaning of phrasal verbs is usually straightforward and non-idiomatic, where the meanings
of the verb and the particle can be interpreted based on their usual definitions. Their involvement in
the novel Robinson Crusoe adds depth and richness to the narrative, making the novel more dynamic
and relatable.
Here are some examples of their usage in the novel: it should also be noted that only phrasal verbs with
the up particle have been selected for analysis.
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Examples of Literal Usage of “Up” Phrasal Verbs in Robinson Crusoe
(a)
“.... and I could easily perceive that the goats had gone in and eaten up the corn.”The particle “up”
can often indicate the idea of bringing something to completion or finishing it entirely (M. McCarthy, F.
O’Dell, 2017, p. 30
-200), as it also conveys the idea of consuming completely or finishing off in this
context. Here, the novel’s protagonist, Crusoe, describes the goats eating all of the corn.
(b)
“... that he could not stand up upon his feet –
he tried to do it two or three times, but was really
not able, his ankle was so sw
ollen and so painful to him.”The phrasal verb “stand up” means to rise to a
vertical position. It should also be noted that here “up” conveys direction. In the context, Crusoe uses it
to describe someone who cannot get back on their feet because of injury or pain, expressing how the
character is in harsh conditions.
(c)
“He did not see the kid I shot at, or perceive I had killed it, but ripped up his waistcoat to feel
whether he was not wounded.”In this example, Crusoe describes a character’s reaction to ch
ecking for
wounds as he rips up his clothing due to urgency and distress in the situation. The phrasal verb “rip up”
refers to tearing something open forcefully.
(d)
“Went to the wreck, and with the crow made way into the div of the wreck, and felt severa
l
casks, and I loosened them with the crow, but could not break them up.”Phrasal verbs are really
intriguing yet complex parts of English.For example,”break up” can have different meanings, such as
ending a relationship, etc., but here it is used in its literal sense, meaning to split something into pieces.
As can be understood from the context, Crusoe is trying to open the casks to access whatever they might
hold.
(e)
“I found three very good Bibles, which came to me in my cargo from England, and which I h
ad
packed up among my things.”“Pack up” usually means gathering or organizing belongings, as it
describes Crusoe’s reflection on how he had stored these Bibles among his supplies.
(f)
“For example, if I killed a goat abroad, I could hang it up in a tree, f
lay it, dress it, and cut it in
pieces, and bring it home in a basket.”The context gives the thought of Crusoe’s way of slaughtering the
animal and preserving meat for survival. “Hang up” means suspending something, typically in a way
that keeps it off the
ground. McCarthy and O’Dell also include this phrasal verb in the meaning of
completing something (2017, p. 30-200).
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(g)
“At the same time it happened, after I had laid my scheme for the setting up my tent.”The phrasal
verb “set up” is used to indicate organizing or arranging something. Here, in the protagonist’s context,
it is used to describe the preparations he makes for putting his tent in a place, setting up a shelter to
establish a living space.
(h)
“Beyond where my wall joined to the rock was filled
up with the large earthen pots which I have
given an account.”The particle “up” here also conveys the idea of completion, referring to completing or
occupying a space entirely. In this case, his wall area becoming filled with large pots can be understood.
(i)
“... the trees were torn up by the roots, and a terrible storm it was.”In this example, Crusoe
emphasizes the destructive power of the storm, which uprooted the trees by using “tear up,” which
means ripping or pulling something apart forcefully.
(j)
“
Friday stepped up close to him, clapped the muzzle of his piece into his ear, and shot him
dead.”Crusoe portrays Friday’s bold and confident move when confronting an enemy. Here, “step up”
means to approach or take decisive action.
So, looking at the above
examples, it is clear that it is impossible not to applaud Defoe’s mastery in
skillfully using phrasal verbs throughout the novel. However, the phrasal verbs in the context provided
above are used in a literal sense, as their meanings can be understood from their separate parts. The
particle “up” also conveys and adds various meanings to these phrasal verbs, such as completion,
direction, or intensity, enriching the text’s semantics.
Figurative Meaning
As we mentioned above, phrasal verbs can have figurative meanings, and now this is where it starts to
become complicated. For instance, if you have no idea what give up means, it is really difficult to guess
its meaning
—
surrender or abandon
—
just by looking at give and up. These versatile linguistic
constructions not only challenge students but also teachers. There have been many studies that help
them teach with effective methods (R. Ch. Herra, 2013; A. Kurtyka, 2001; N. Condon, 2008; R. A. Thyab,
2019).
Phrasal verbs are versatile linguistic constructions that combine verbs and particles, where the particle
can shift between literal and figurative meanings. Understanding these figurative uses is crucial for
grasping the depth and flexibility of the English language. Now, let’s look at how Defoe used them in
a
figurative sense by analyzing up-particle phrasal verbs in their context in the novel.
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Examples of Up Particle Phrasal Verbs in Figurative Meaning:
In the sentence,(1) “I gave him a dram (out of our patron’s case of bottles) to cheer him up,” the phrase
cheer up refers to improving someone’s mood or making them feel better. It’s used figuratively to
suggest comforting or lifting someone’s spirits.
Similarly, in (2) “to see if there was no creek where I might lay up my frigate in safety,” lay up
figuratively means to secure or store something safely, especially when referring to a ship. It is
considered figurative because the meaning they convey is far from the meaning lay and up give
individually. Here, Crusoe is looking for a safe place to anchor his ship, a metaphor for ensuring security.
(3) “I worked my mind up, not only to a resignation to the will of God,” uses work up figuratively to
mean gradually building up one’s thoughts, emotions, or attitude towards something—
in this case,
reaching a state of acceptance or resignation.
In both (4)“plucking up my courage” and “plucking up my spirits,” pluck up refers to the act of
summoning inner strength or determination. Crusoe uses it figuratively to describe how he forces
himself to act bravely or regain his composure.
(5) In “at last I began to wake more perfectly...and started up in the utmost consternation,” start up is
used figuratively to describe a sudden reaction, in this case, a fearful or startled response to an
unexpected sound or realization.
As w
ell as in the next example(6) : “... but now, having cast up the days above, I found I had been there
a year;” In this context, the phrasal verb “cast up” is used figuratively. Crusoe is not physically throwing
or casting anything upwards; instead, he is “casting up” or calculating the number of days he has spent
on the island. The phrase refers to the act of adding up or tallying the days. This use of “cast up” shows
how the phrasal verb can convey an abstract action, rather than its literal meaning of physically
throwing something upward.
From the examples, you can see that phrasal verbs are really versatile and Defoe used them effectively
to portray his characters’ emotions, thoughts, and actions in intricate detail.
Polysemous Phrasal Verbs
Phrasal verbs can indeed be polysemous, meaning they often carry multiple meanings depending on
the context in which they are used. This characteristic adds depth and flexibility to the language, but it
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also presents challenges for learners who must navigate the various interpretations and uses of a single
verb phrase. According to research, the most frequent phrasal verbs can have an average of 5.6 different
meanings (Gardner & Davies). This high degree of polysemy underscores the versatility of phrasal verbs
in English.
However, this also means that mastering phrasal verbs involves more than simply learning fixed word
combinations; learners must understand the range of meanings a phrasal verb can take, from literal to
figurative interpretations. For example, clear up can refer to both physical cleaning or organizing
(literal) and the figurative act of explaining or resolving a situation.The polysemy of phrasal verbs
enriches communication but also demands careful attention to context to grasp the intended meaning.
Defoe, in his novel Robinson Crusoe, utilized this feature extensively. Here are some examples:
(a) “I endeavoured to clear up this fraud to my man Friday”: In this context, “clear up” means to explain
or clarify something. This is a figurative use because it refers to making a situation or understanding
clearer, not a physical act of cleaning or removing something. However, in(b) “But towards night the
weather cleared up”: Here, “cleared up” refers to improving or becoming clearer (in terms of the
weather). This is also figurative, but in a more literal sense, as it describes the weather changing for the
better. However, “clearing up” can also be used figuratively in other contexts, such as resolving a
situation.
(a) “I wanted nothing that he could fetch me, nor any company that he could make up to me...”: Here,
“make up to me” refers to the action of offering or providing companionship. It’s not about physically
“making” something but offering social or emotional fulfillment. Also, in(b) “Into this
tent I brought all
my provisions, and everything that would spoil by the wet; and having thus enclosed all my goods, I
made up the entrance, which till now I had left open...”: In this case, “made up” refers to the physical act
of closing or sealing something, specifically the entrance of the tent. It is understood from the context
that Crusoe is closing the entrance. But in the next example(c) “Seignior,” said I, with as much Spanish
as I could make up, “we will talk afterwards, but we must fight now...”: “Make up” refers to the
protagonist’s action of formulating or assembling the ability to speak Spanish, not physically making
something.(d) “That He could fully make up to me the deficiencies of my solitary state, and the want of
human society...”: “Make up to me” here means compensating or fulfilling the emotional or social needs,
rather than a physical creation.
Here are more examples:
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(a)
“In the meantime I fitted myself up for a battle as before”: In this context, “fitted up” means
preparing or equipping oneself, likely by donning protective gear or gathering weapons for a battle. It
suggests Crusoe’s physical readiness for action.(b) “For this purpose, that I might do everything with
discretion and consideration, I fitted up a little mast in my boat, and made a sail too out of some of the
pieces of the ship’s sails which lay in store...”: Here, “fitted up” refers to assembling or constructing
something. Crusoe is setting up his boat by installing a mast and making a sail, which is an act of
preparing or
equipping the boat for a journey or use.In both examples, “fitted up” refers to the act of
preparing, equipping, or setting something up, whether it is for a physical battle or for practical use in
the form of a boat’s sail and mast. The phrase can imply e
ither the process of arranging equipment or
the act of getting oneself ready for an undertaking.
The next example:
(a)
“We had not gone half over the plain when we began to hear the wolves howl... as regularly as an
army drawn up by experienced officers.”:
In this context, “drawn up” describes the wolves being
positioned in an organized formation, similar to how military officers arrange soldiers in a line. It refers
to the visual image of the wolves being aligned or arranged deliberately. But in(b) “Then I
sent for a
notary, and caused him to draw up a general release or discharge...”: Here, “draw up” means to compose
or prepare a formal document. The notary is tasked with creating an official and detailed legal
agreement. Similarly,(c) “And I drew up the state of my affairs in writing.”: In this example, “draw up”
refers to Crusoe writing or summarizing the details of his situation in a formal and organized manner,
likely for record-keeping or communication purposes.
In all three cases, “draw up” implies an
act of arrangement or formal preparation. While the first is about
physical positioning (of wolves), the second and third are about drafting or organizing written content.
The meanings align with the phrasal verb’s common uses but differ slightly in appli
cation based on
context.
Context plays an integral role in showcasing the diverse meanings of phrasal verbs. Their polysemous
nature enriches the language, offering a range of interpretations that depend heavily on the situation in
which they are used.
CONCLUSION
This paper has explored the semantic analysis of “up” particle phrasal verbs as they appear in Robinson
Crusoe, highlighting their dual role in literal and figurative meanings,as well as their polysemous
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nature.The findings reveal the significant c
ontribution of phrasal verbs to the novel’s richness and
linguistic complexity, with several key insights emerging from the analysis:The literal meanings of
phrasal verbs are often straightforward and easy to deduce from their individual components. The
pa
rticle “up” frequently conveys the ideas of “completion” or “direction.” For instance, “eat up” implies
consuming something completely, while “stand up” refers to rising to a vertical position. The figurative
meanings of phrasal verbs in the novel add depth and layers to the text, with context playing a crucial
role in interpreting their abstract or idiomatic nuances. For example, “tear up” does not only refer to
ripping something apart but also evokes the destructive force of storms or emotional devastation. This
polysemous nature showcases the flexibility of phrasal verbs and Defoe’s skill in using them effectively.
This study has not only shed light on Defoe’s mastery of phrasal verbs but also underscored their
semantic adaptability within literary contexts. Future research could build on this work by examining
other particles or exploring the use of phrasal verbs in literature beyond Defoe’s works, offering a
broader perspective on their role in language and narrative.
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