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Mukaddas Murodova, Teacher, Termez branch of Tashkent State
Pedagogical University named after Nizami,
Davron Murodov, Student, Tashkent State Agrarian University,
Sadokat Sharofiddinova, Student of Termez branch of Tashkent State
Pedagogical University named after Nizami
TYPES OF ENGLISH PHRASAL VERBS ACCORDING TO THE STRUCTURE
M Murodova, D. Murodov, S. Sharofiddinova
Abstract: Phrasal verbs are a really important part of the English
language, especially for spoken English. They are part of a large group of
verbs called "multi-word verbs". These verbs and other multi-word verbs
are an important part of the English language. Multi-word verbs, including
phrasal verbs, are very common, especially in spoken English.
A multi-word verb is a verb like "pick up", "turn on" or "get on with". For
convenience, many people refer to all multi-word verbs as phrasal verbs.
These verbs consist of a basic verb + another word or words. The other
word can be prepositions or adverbs. The two or three words that make up
multi-word verbs form a short "phrase" - which is why these verbs are often
all called "phrasal verbs"[1]. The important thing to remember is that a
multi-word verb is still a verb. "Get" is a verb. "Get up", is also a verb, a
different verb. "Get" and "get up" are two different verbs. They do not have
the same meaning.
Keywords: phrasal verbs, Multi-word verbs, prepositional verbs, single-
word verb.
So we should treat each multi-word verb as a separate verb, and learn it
like any other verb. Look at these examples. You can see that there are three
types of multi-word verb: 1) Single-word verb “look” direct your eyes in a
certain direction: You must look before you leap. 2) Multi-word verbs
prepositional verbs - look after, take care of: Who is looking after the baby?
3) Phrasal verbs - look up, search for and find information in a reference
book: You can look up my number in the telephone directory. 4) Phrasal-
prepositional verbs - look forward to, anticipate with pleasure: I look
forward to meeting you.
Traditionally, phrasal verbs have been divided into three types. It
should be immediately noted that there are a lot of names used in traditional
texts to refer to these types often create confusion rather than clarity: Type
1: Prepositional verbs (ex. to believe in, to look after smth. or smb., to talk
about smth. or smb., to wait for smth. or smb.) also called non-separable or
transitive phrasal verbs. Constituted by basic verb + preposition.
Type
2: Adverbial verbs (ex. get up, break (smth. or smb.) down (*), put (smth. or
smb.) off (*), turn (smth. or smb.) down (*)) also called phrasal verbs, or
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separable phrasal verbs. Constituted by basic verb + adverb. Type 2: a) is
transitive, takes direct object (write smth. down); type 2: b) is intransitive,
no direct object (work out).
Type3: Adverbial-prepositional verbs
(ex. get on with, put up with, look forward to, run out of ) also called phrasal-
prepositional verbs, or three-word verbs, sometimes grouped with type 1 as
non-separable. Consituted by basic verb + preposition + adverb.
Phrasal-prepositional verbs are a small group of multi-word verbs made
from a verb plus another word or words. Many people refer to all multi-word
verbs as phrasal verbs. Here it is a distinction between three types of multi-
word verbs: prepositional verbs, phrasal verbs and phrasal-prepositional
verbs. Phrasal-prepositional verbs are made of: Verb + adverb +
preposition.
Let’s look at these examples of phrasal-prepositional verbs:
Phrasal-
prepositional verbs
Meaning
Examples
Direct object
get on with
have a friendly
relationship with
He doesn't get on
with
his wife.
put up with
tolerate
I won't put up
with
your attitude.
look forward to
anticipate with
pleasure
I look forward to seeing you.
Because phrasal-prepositional verbs end with a preposition, there is
always a direct object. And, like prepositional verbs, phrasal-prepositional
verbs cannot be separated. Let’s look at these examples: phrasal-
prepositional verbs are inseparable: We ran out of fuel. We ran out of it.
Additional characteristics of type 1: a) commonly used prepositions: in,
after, about, for b) never occur without object (e.g. "to talk about
someone/something", etc.) c) the direct object always follows the
preposition.
Additional characteristics of type 2: a) commonly used adverbs: up,
down, off, on b) when the object of the verb is present (type 2a), it is placed
either between the basic verb and the adverb or after the entire phrasal verb
(turn the light on, turn on the light).
Additional characteristics of type 3: a) basic verb + adverb +
preposition (out of, up for) b) always take a direct object c) cannot be
separated by the object. It thus becomes necessary for clarity's sake to list
all the criteria concerning phrasal verbs which can function as a basis of
comparison and which can lead us to a practical scheme of classification: 1)
adverb vs. preposition as particle 2) necessity of explicit direct object and
rules for placement (transitivity) 3) ability to be "separated" by the object
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("separability") 4) typical-atypical behavior of "particle" (semantic
normalcy of preposition or adverb).
It therefore appears that a more logical classification structure and
nominative strategy would lead us away from an exclusive analysis of the
particle, towards a comprehensive consideration of the entire phrasal verb
as the basic unit of study[2]. We define in this way our approach which
privileges learning techniques rather than a formal analysis of phrasal verbs.
In morphological classification we consider the following proposal for the
classification of phrasal verbs: type 1 "intransitive" (traditionally type 2a)
no direct object type 1 "transitive-non-separable" (traditionally type 1)
direct object always present, placed after the phrasal verb type 2 "transitive-
separable" (traditionally type 2b) direct object always present, either
separating or placed after the verb, a pronoun always separates type 3
"three-word" (traditionally type 3) direct object always, placed after the
verb. In semantic classification phrasal verbs are often listed or grouped
according to a basic verb (ex. stand out, stand up, stand by *, stand up to *,
stand for *). In fact a large number of phrasal verbs are generated from a
relatively small number of basic verbs. More importantly, these pairs at
times have no difference in meaning (go back/return, break/break down),
although sometimes the phrasal verb adds additional information to the
single-word verb (jump at/take, come across/find, hold out/resist) [3]. It
has been possible to reach certain conclusions about the typical behavior of
some particles. They can give a sense of: 1) a prolonged or continued action
(eat away at, carry on); 2) completion (catch up, use up, give up); 3) aimless
behavior (hang around, play around) 4) resistance (hold out, hang on). This
classification scheme is by no means complete. Many other function
categories of particles can certainly be identified.
In general, the main function of phrasal verbs is conceptual
categorization of reality in the speaker's mind. They denote not only actions
or states as "ordinary" verbs do, but also specify their spatial, temporal or
other characteristics. This ability to describe actions or states more
precisely, vividly and emotionally is determined by the adverbial
components of phrasal verbs. By combining with these elements, verbs of
broader meaning are subjected to a regular and systematic multiplication of
their semantic functions[4]. Basing on the knowledge we have regarding the
phrasal verbs we can make our own classification of them, taking into
account their composition and the semantic sense they denote:
1) Phrasal verbs are either separable or nonseparable. Unfortunately,
there is no rule that can help to look at a phrasal verb and always know
whether it is separable or nonseparable. Separable phrasal verbs can be
separated by their object. When the object is a noun, it is usually entirely
optional whether the object is placed between the verb and the particle or
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placed after the particle[5]. Both sentences below are correct: I took my
shoes off. I took off my shoes. However, when a pronoun is used instead of a
noun, the pronoun must be placed between the verb and the particle: I took
them off (correct). I took off them (incorrect).
Separable phrasal verbs (which are always transitive) are usually
accented on the particle: The council wants to knock down lots of old
buildings. The council wants to knock lots of old buildings down. When we
don't use a pronoun, it doesn't really matter where we put the object. We
generally put the object where it sounds better. If we use a pronoun, we have
to put it between the two words of the verb. Nonseparable phrasal verbs
cannot be separated by their object: He ran into tree (correct). He ran a tree
into (incorrect). Intransitive nonseparable phrasal verbs (verbs that do not
allow an object) are usually accented on the particle. These verbs don't have
an object. Examples: The barn got hit by lightning, and it burned down.
Because there's no any object. Transitive nonseparable phrasal verbs (verbs
that require an object) are usually accented on the verb[6].
2) three-word phrasal verbs are not always composed of two words.
Three-word phrasal verbs are composed of a verb and two particles: the first
particle is normally an adverb, and the second a preposition. Like two-word
phrasal verbs, three-word phrasal verbs are either separable or
nonseparable: Jake always went in for fishing when he was a kid. I've put up
with these love handles long enough - next week I'm getting liposuction. She
just wants to get it over with so she can stop worrying about it[7].
Semantically phrasal verbs can be distinguished through the particles and
adverbs they are usually used with, for instance: a phrasal verb with the
particle out is used in many phrasal verbs and has many meanings. Among
the most frequent meanings of out are to say that something or someone
literally moves from the inside to the outside of a place: He fell out of a tree.
Melanie came out of the house[8]. That an action or activity has ended: The
fire went out. Hank dropped out of school.
References:
1. E. Harper Kenneth, Contextual Analysis, University of California, Los
Angeles, California, 1957, pp. 70-75.
2. G. Azzaro, The syntactic Learning of English Phrasal Verbs: Theory,
Rassegna Italiana di Linguistica Applicata, 1992, XXIV (1), p. 33-60.
3. G. O. Curme, Principles and Practice of English Grammar, New York,
1947, p. 24.
4. H. A. Gleason, Linguistics and English Grammar, New York, I995,
p.72,75.
5. J. Przestrzelska, Teaching Vocabulary – Introduction to the Phrasal
Verbs, London, Oxford Print, 2010, p.46.
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6. J. R. Aiken, A New Plan of English Grammar, Boston, 1993, p. 58.
7. M. A. Bryant, Functional English Grammar. Boston, 1977, p. 208.
8. M. Johnston, Syntactic and morphological progressions in learner
English, Commonwealth Department of Immigration and Ethnic Affairs:
Canberra, Australia, 1985, p. 15-17.
Dildora Nasoyidinova, student of the Termez branch of Tashkent State
Pedagogical University named after Nizami
THE EFFECT OF THE FAMILY, THE TEACHER, AND THE EXTERNAL
ENVIRONMENT IN THE RAISING OF THE CHILD
D. Nasoyidinova
Abstract: Children, who are the foundation of our future development,
their education and upbringing are important to us. In this article, I tried to
highlight the role of the family, the teacher, the external environment in the
upbringing of children, and the views of Eastern and Western thinkers on
this issue, how parents should pay attention to the child.
Keywords: parent, child, teacher, moral education, ability,
incompetence, pedagogical views, society.
As the First President said in his book “High Spirituality is an Invincible
Force”: “Everything we do today is determined not only by the wealth and
property of our children. A polite, knowledgeable, and intelligent, hard-
working, faithful child is the wealth not only of the parents, but also of the
society.
Family upbringing - upbringing of children in the family by parents,
guardians or adults. It plays an important role in the overall development of
the younger generation. Constant educational force in family upbringing -
peace of mind in the family, sincere attitude, preservation of unity between
the family and adults in the demands of children, special attention to the
upbringing of the child's personality, love and respect for the child, firmness
in the family setting the agenda of the regime, taking into account the age
and personal characteristics of the child, monitoring the changes in the child,
the pursuit of independence and initiative in him, etc.
The more orderly the family, the more sincere the relationship between
its members, the more successful the family upbringing will be. In family
upbringing, parents, their observation, sensitivity, responsiveness are of
great educational importance. The process of upbringing in family
upbringing should not consist of boring, dry exhortation. Most of a child's
