On the other hand, some of the most frequent lexical verbs (e.g. set, carry, look, pick, make, point, sit, work, hold, and move. However, once we look into the 20 most productive lexical verbs that make up phrasal verbs in the writing of the native speakers, and compare them with the 20 most productive in the writing of their Serbian-speaking counterparts, it becomes apparent that there is a significant discrepancy it appears that Serbian-speaking EFL students rarely use some of the most frequent lexical verbs that make up 18.3% of the phrasal verbs in the writing of native speakers, e.g. This may come as a surprise, since the underuse of phrasal verbs is typical in L2 writing. The results obtained show that, in writing in English, Serbian-speaking students use phrasal verbs nearly as frequently as their native counterparts (one phrasal verb per 187 verbs). In the instances of erroneous usage of phrasal verbs, a Contrastive interlanguage analysis is performed, to determine whether the errors are interlingual, or intralingual and developmental. The corpus is analysed both manually and using the AntConc v3.5.8 software. The analysis of a 200,000 words corpus, that consists of argumentative essays, offers us an insight into the nature of the interlanguage and the phraseological competence of adult Serbian-speaking EFL students. In this paper, we set out to study the distribution of phrasal verbs in Serbian-speaking EFL students' writing in English.
This is particularly common if there isn't a category in their L1 similar to phrasal verbs. On the other hand, when it comes to L2 writing, phrasal verbs are either underused, or overused, and some L2 writers avoid using them. In writing, native speakers of the English language use one phrasal verb per 192 words. They usually have several meanings, and, due to their idiomaticity, they frequently cause difficulties in EFL learning and acquisition. Phrasal verbs are a characteristic of the Germanic languages. It is reflected in the fluent use of multi-word units, such as collocations, phrasal verbs, etc, and is crucial in achieving a native-like competence. Phraseological competence represents an inseparable part of communicative competence. On our way to Paris, we stopped over in Strasbourg for one night.DISTRIBUTION OF PHRASAL VERBS IN SERBIAN-SPEAKING EFL STUDENTS’ WRITING IN ENGLISH To stay somewhere briefly during one’s journey He might ask you to kindly run over the presentation with him and see if everything has been included. Your colleague might ask you to help him with some work and would like you to review his presentation that he is giving the following day.
Trying to avoid the animal could cause an accident. When someone is driving along the street and a dog or cat runs out on to the road they might unintentionally (not deliberately) run over and kill the animal. This has two meanings as a phrasal verb so could be replaced by to kill (run over an animal, for example) or to review (run over some numbers or a presentation). Would you like to sleep over in my house tonight? Mum is making popcorn and said we can watch a movie. One child invites the other to come to his home and have a sleepover (here it is a noun, one word). This phrasal verb is usually used by young children who like to spend time with their friends. To stay or spend a night in a friend’s house.
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