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A Cognitive Linguistics Approach to English Phrasal Verbs

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A Cognitive Linguistics Approach to English Phrasal Verbs Aristotle University of Thessaloniki Faculty of Philosophy School of English Language and Literature Department of Theoretical and Applied Linguistics Efthymia Tsaroucha A Cognitive Linguistics Approach to English Phrasal Verbs A dissertation submitted for the degree of Doctor of Philosophy (Linguistics) at the Department of Theoretical and Applied Linguistics, School of English Language and Literature, Aristotle University of Thessaloniki Thessaloniki, July 2018 The defense of the dissertation took place at a viva voice/oral examination on the 29th of June 2018. Supervising Committee: Professor Angeliki Athanasiadou, School of English Language and Literature (Aristotle University of Thessaloniki, Greece) Professor Susanne Niemeier, English Department (University Koblenz-Landau, Campus Koblenz, Germany) Associate Professor Michalis Milapides, School of English Language and Literature (Aristotle University of Thessaloniki, Greece) Committee Members: Associate Professor Annalisa Baicchi, Department of Humanistic Studies (University of Pavia, Italy) Associate Professor Costas Canakis, Department of Social Anthropology and History (University of Aegean, Greece) Professor Anastasios Tsangalidis, School of English Language and Literature (Aristotle University of Thessaloniki, Greece) Associate Professor Areti-Maria Sougari, School of English Language and Literature (Aristotle University of Thessaloniki, Greece) “Το µυαλό δεν είναι ένα δοχείο που πρέπει να γεµίσει, αλλά µια φωτιά που πρέπει να ανάψει” Πλούταρχος (περ.45µ.Χ.-120) Έλληνας ιστορικός, βιογράφος και δοκιµιογράφος “The mind is not a vessel to be filled but a fire to be kindled” Plutarch (CE 45-CE 120) Greek historian, biographer and essayist Acknowledgements: First and foremost I would like to express my sincere gratitude and appreciation to my advisor Professor Angeliki Athanasiadou (Aristotle University, School of English Language and Litera- ture) for the continuous support of my Ph.D study, for her patience and motivation. Her guidance helped me in all the time of research and writing of this thesis. I could not have imagined having a better mentor for my Ph.D study. I also wish to thank the other two members of the committee. I would like to express my special appreciation to Professor Susanne Niemeier (University Koblenz-Landau, Campus Koblenz, English Department) for encouraging my research and for allowing me to grow as a research scientist. I benefited from her advice and constructive sug- gestions, particularly so when exploring new ideas. It has been an honor to be her Ph.D student. I am deeply grateful to Associate Professor Michalis Milapides (Aristotle University, School of English Language and Literature) for his guidance, support and kind advice throughout my PhD studies. I consider myself very fortunate for being able to work with a very considerate and en- couraging professor like him. A big thanks also goes to the four members of the external committee for their suggestions, comments, as well as for their time reading my PhD thesis. I am grateful to Associate Professor Annalisa Baicchi (University of Pavia, Department of Humanistic Studies), Associate Professor Costas Canakis (University of Aegean, Department of Social Anthropology and History), As- sociate Professor Areti-Maria Sougari (Aristotle University, School of English Language and Literature) and Professor Anastasios Tsangalidis (Aristotle University, School of English Lan- guage and Literature). Last but not least I would like to thank my family. This journey would not have been possible without their support. Statement of originality I declare that the thesis submitted is my own original work and does not contain material previ- ously published or written by a third party, except where this is appropriately cited through full and accurate referencing. I also declare that the thesis does not contain material which has been accepted or submitted for any other degree or diploma at a University or other Institution of higher education and learning. To my family (Στην οικογένειά µου) VOLUME I 9viii Table of Contents Abstract …………………………………………………………………………………..…..xxiv CHAPTER 1: INTRODUCTION ………………………………………………….……….…..1 CHAPTER 2: ENGLISH PHRASAL VERBS: TRADITIONAL AND FUNCTIONAL APPROACHES ….…………………………………………………….……. 11 Introduction…………………………………………………………………………….……….11 Section 2.1 English phrasal verbs as the Central Research Area of Investigation……….…12 Section 2.2 Applying a Cognitive Linguistics Approach to English Phrasal Verbs …….….14 Section 2.3 Introducing the Notion of ‘English Phrasal Verbs’…………………………..…15 2.3.1 English Phrasal Verbs; Some Definitions …………………………………….….16 2.3.2 Summarizing the Definitions of English Phrasal Verbs………………….……….20 2.3.3 English Phrasal Verbs as a Challenge for Linguists and Lexicographers …………………………………………………………………..21 Section 2.4 Approaches to English Phrasal Verbs……………………………….………….. 23 2.4.1 Bolinger’s (1971) approach………………………………..…………………….. 24 2.4.2 Fraser’s (1976) approach…………………………………..…………………….. 27 2.4.3 Lindstromberg’s (1998) approach………………………………..……………… 28 2.4.4 Görlach’s (2004) approach……………………………………..………………….31 CHAPTER 3: COGNITIVE LINGUISTICS AND COGNITIVE LINGUISTIC APPROACHES TO ENGLISH PHRASAL VERBS ………………………..34 Introduction …………………………………………………………………………….………34 Section 3.1 Cognitive Linguistic Approaches to English Phrasal Verbs……………….……35 3.1.1 Rudzka-Ostyn’s (2003) approach…………………………………………………35 3.1.2 Ruiz de Mendoza and Galera-Masegosa’s (2011) approach………………………38 3.1.3 White’s (2012) approach…………………………………………………………..40 3.1.4 Mahpeykar and Tyler’s (2015) approach………………………………………….42 3.1.5 Kohl-Dietrich, Juchem-Grundmann and Schnotz’s (2016) approach….………… 45 9ix Section 3.2 Frames………………………………………………………………………….. 47 3.2.1 Frame-Semantics and Semantic Frames………………….………………..…..47 3.2.2 The FrameNet Project………………………………………………………… 54 Section 3.3 Domains………………………………………………………………………....56 Section 3.4 Metaphor, Metonymy and Their Continuum………………………….…..…59 3.4.1 Metonymy……………………….……………………………………..…..…..59 3.4.2 Metaphor ………………………………………………………………………66 3.4.3 The Metonymy-Metaphor Continuum…………………………………..…..…73 Section 3.5 Cognitive Grammar………………………………………………………..…..81 3.5.1 ‘Things’ and ‘Relations’……………………………………………………….82 3.5.2 Profile, Base, Trajector (TR) and Landmark (LM)……………………….……83 3.5.3 English Phrasal Verbs as Relational Composite Structures: The Notions of ‘Compositional path’ and ‘Conceptual core’……………………………….…. 89 3.5.4 ‘Profile Determinance’ in Composite structures: Application to English Phrasal Verbs………………………………………………………………….. 97 3.5.5 Valence as a ‘Vehicle’ for Defining the Conceptual Autonomy-Dependence Relation……………………………………………………………………….103 3.5.6 The Conceptual Autonomy-Dependence Relation in Cognitive Grammar……106 Section 3.6 Construction Grammar……………………………………………………..…114 3.6.1 The Core Idea of Construction Grammar…………………………………..… 114 3.6.2 Argument Structure Constructions (ASCs)……………………………………117 3.6.3 Goldberg’s (1995) Analysis of the Ditransitive Construction…………….….. 118 3.6.4 The Caused Motion Construction…………………………………………….. 120 3.6.5 The Resultative Construction……………………………………………….….122 3.6.6 The Recipient Construction……………………………………………………124 3.6.7 The Way Construction………………………………………………………….125 3.6.8 Radical Construction Grammar; Croft (2001)…………………………………128 3.6.9 Concluding Remarks on Construction Grammar………………………………132 CHAPTER 4: CONCEPTUAL AUTONOMY-DEPENDENCE AS A FUNDAMENTAL COGNITIVE ‘TOOL’……………………..……..134 Section 4.1 The Conceptual Autonomy-Dependence Relation in Croft’s (2001) Terms…134 4.1.1 Croft’s (2001) Approach…………………………………………………..……135 4.1.2 The Contribution of Croft’s (2001) Approach to Autonomy and Dependence…139 9x Section 4.2 The Conceptual Autonomy-Dependence Relation in Sullivan’s (2013) Terms…………………………………………………..….…140 4.2.1 Autonomy and Dependence in Metaphoric Constructions……………..……….140 4.2.2 Autonomy and Dependence on the Grounds of a Frame-Semantic Model…..…142 4.2.3 Sullivan (2013) on Argument Structure Constructions (ASCs): i) Verbs and their Arguments……………………………………………………….……143 4.2.4 Sullivan (2013) on Argument Structure Constructions (ASCs): ii) Metaphoric Preposition Phrases……………………………………………145 4.2.5 Conclusion of Sullivan’s (2013) Approach to Autonomy and Dependence.……146 Section 4.3 The Conceptual Autonomy-Dependence Relation in Dancygier and Sweetser’s (2014) Terms………………………………………………………………………147 Section 4.4 Overall Discussion of Conceptual Autonomy and Dependence; Synthesizing, Comparing and Contrasting the Approaches……………………………….…152 CHAPTER 5: A COGNITIVE CONSTRUCTION GRAMMAR APPROACH TO ENGLISH PHRASAL VERBS………………………………………….155 Section 5.1 Argument Structure Constructions; Conceptual Autonomy-Dependence……155 5.1.1 Intransitive Constructions; Conceptual Autonomy-Dependence…………..…… 156 5.1.2 Transitive Constructions; Conceptual Autonomy-Dependence……..………….. 157 5.1.3 Intransitive Resultative Constructions; Conceptual Autonomy-Dependence……158 5.1.4 Transitive Resultative Constructions; Conceptual Autonomy-Dependence……..161 5.1.5 Ditransitive Constructions; Conceptual Autonomy-Dependence………………..163 5.1.6 Concluding Remarks: ASCs, Conceptual Autonomy-Dependence…………..… 165 Section 5.2 English Phrasal Verbs Investigated……………………………………………..168 5.2.1 Put up, Put down, Put in/into, Put out, Put over…………………………………….171 5.2.2 Take up, Take down, Take in/into, Take out, Take over…………………………….. 189 5.2.3 Come up, Come down, Come in/into, Come out, Come over………………………205 5.2.4 Get up, Get down, Get in/into, Get out, Get
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