luận văn the use of phrasal verbs in academic writing by english majored students at thu dau mot university

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BINH DUONG PROVINCAL PEOPLE’S COMMITTEE

<b>THU DAU MOT UNIVERSITY</b>

<b>DO THI THANH THUY</b>

<b>THE USE OF PHRASAL VERBS IN ACADEMICWRITING BY ENGLISH MAJORED STUDENTS</b>

<b>AT THU DAU MOT UNIVERSITY</b>

<b>MAJOR: ENGLISH LANGUAGE STUDIESMAJOR CODE: 8220201</b>

<b>MASTER THESIS IN ENGLISH LANGUAGE STUDIES</b>

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BINH DUONG PROVINCAL PEOPLE’S COMMITTEE

<b>THU DAU MOT UNIVERSITY</b>

<b>DO THI THANH THUY</b>

<b>THE USE OF PHRASAL VERBS IN ACADEMICWRITING BY ENGLISH MAJORED STUDENTS</b>

<b>AT THU DAU MOT UNIVERSITY</b>

<b>MAJOR: ENGLISH LANGUAGE STUDIESMAJOR CODE: 8220201</b>

<b>MASTER THESIS IN ENGLISH LANGUAGE STUDIESSUPERVISED BY TRAN QUOC THAO, PHD</b>

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I would like to express my sincerest gratitude to all those who have made itpossible for me to complete this Master’s Thesis. This has been an incredibleand unforgettable journey that I will never forget.

I would like to express my most grateful and sincere thanks to my supervisor,Dr. Tran Quoc Thao. I am so grateful for the numerous hours that he dedicatedto me and my research. He was always available to offer his encouragement.Besides, he added inspiration to my research and strengthened my passion forthe field of English Language.

This research is not completed without the help of my lovely classmates. I wasvery fortunate to have terrific mates who gave me useful and constructiveadvice. I would like to thank Ms. Huynh Thi Ngoc Thao for her consultancyand her encouragement.

I am very fortunate to have great parents. I would like to thank my mother forher unconditional support. She is a great source of encouragement throughoutmy time at Thu Dau Mot University . I have dedicated this research to my fatherfor the time he has been to me

Finally, thanks to my sister and brother-in-law. Thanks for their spiritual andfinancial help whenever I was in trouble.

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<b>STATEMENT OF ORIGINALITY</b>

<i>I certify my authorship of the Master’s Thesis submitted today entitled:</i>

THE USE OF PHRASAL VERBS IN ACADEMIC WRITING BY ENGLISHMAJORED STUDENTS AT THU DAU MOT UNIVERSITY

In terms of the statement of requirements for Theses in Master’s programsissued by the Higher Degree Committee of Faculty of English Language, Thu

<i>Dau Mot University.</i>

Binh Duong Province, March 2023

Signature ……….

DO THI THANH THUY

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<b>RETENTION AND USE OF THE THESIS</b>

I hereby state that I, DO THI THANH THUY, being a candidate for the degreeof Master of English Language accept the requirements of the Universityrelating to the retention and use of Master’s Theses deposited in the Library.

In terms of these conditions, I agree that the original of my Master’s Thesisdeposited in the Library should be accessible for purposes of study and research,in accordance with the normal conditions established by the Librarian for thecare, loan, and reproduction of theses.

Binh Duong, March 2023

Signature ……….

DO THI THANH THUY

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This study aimed to investigate the utilization of phrasal verbs in academicwriting by English majored students at Thu Dau Mot University. The researchquestions addressed are: (1) What are the types of phrasal verbs used inacademic writing by English majored students at Thu Dau Mot university? (2)What are the functions of phrasal verbs in academic writing by English majoredstudents at Thu Dau Mot university? (3) What are the underlying reasons forthe use of phrasal verbs in academic writing by English majored students at ThuDau Mot university?

Data were collected from 50 English majored students at Thu Dau MotUniversity through small group interviews and by building a corpus of 150academic writings with an average length of 250 words. The findings revealthat the most commonly used types of phrasal verbs by English majoredstudents in academic writing were particle verbs, prepositional verbs, andphrasal-prepositional verbs. The functions of phrasal verbs were found to bediverse, with the most frequent being expressing cause and effect, describing aprocess, and signaling transitions between ideas. The reasons for the use ofphrasal verbs in academic writing by English majored students were related tolinguistic factors, such as the desire for variety and the influence of L1 transfer,and academic factors, such as a lack of awareness of the expectations ofacademic writing in English.

Overall, this study contributes to a deeper understanding of the use ofphrasal verbs in academic writing by English majored students and providesinsights into the underlying reasons that influence their use.

<b>Keywords: academic writing, English, function, phrasal verb, reason</b>

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1.1. Background of the study ... 1

1.2. The statement of the problem ... 3

1.3. Purpose of the study... 4

1.4. Research questions... 4

1.5. Scope of the study... 4

1.6. Significance of the study... 5

1.7. Definition of key terms ... 6

1.8. Organization of the study... 7

<b>CHAPTER 2. LITERATURE REVIEW ...8</b>

2.1. Introduction... 8

2.3. Characteristics of academic writing... 14

2.4. Types of phrasal verbs ... 17

2.5. Functions of phrasal verbs ... 21

2.6. The use of phrasal verbs in academic writing ... 23

2.7. Reasons for using phrasal verbs... 26

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<i>3.6.2. Interview data analysis...41</i>

3.7. Validity and reliability ... 42

<b>CHAPTER 4. RESULTS AND DISCUSSION...43</b>

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5.4. Recommendations for further research... 69

<b>REFERENCES ...72</b>

<b>APPENDIX A ...81</b>

<b>APPENDIX B...83</b>

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<b>LIST OF TABLES</b>

Table 3.1. Framework for essay analysis... 40

Table 4.1: The number of phrasal verbs from the corpus analysis... 44

Table 4.2: Top 10 phrasal verbs in academic writing... 45

Table 4.3: Functions of the phrasal verbs in terms of syntax ... 46

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<b>LIST OF FIGURE</b>

Figure 2.1: Conceptual Framework ... 31Figure 4.1: The number of phrasal verbs from the corpus analysis. ... 43

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<b>CHAPTER 1. INTRODUCTION</b>

In this chapter, we will go over the background of the study, while alsoprovide the overall purpose and research question. From there, we also brieflydescribe the defined scopes as well as the contribution or significance of thisstudy.

<b>1.1. Background of the study</b>

English is an international language used to present scientific research atconferences around the world. However, using English fluently is a challengefor people from non-English speaking countries, including Vietnam and othercountries around the world. To write a scientific article in English, English asSecond Language (ESL) learners must spend a lot of time learning and lookingup how to use unknown phrases (Vu and Burns, 2014).

Along with the continuous development of society in science, technology,and education in the era of national industrialization and modernization,English plays an increasingly important role; it is a tool to help learners learnhuman knowledge, and a communication tool in an open, integrated countrysituation (Nguyen, 2011). Because of its importance, it is essential to learn andimprove the quality of English in schools. Therefore, to learn English well,students need to practice all skills: Listening, Speaking, Reading, Writing andGrammar . Teaching grammar has always been focused on teaching foreignlanguages in Vietnam. In addition, there are many grammar points that are quitedifficult for students especially verbs (phrasal verbs), especially in the givencontext of academicwritings. Memorizing and using fairly proficient verbsseems to be very difficult thing for learners. However, if a student learns thegrammar in general and the verb phrase well, the language they use will becomenatural and the student's English level will also improve. Phrasal verbs arewidely uby the native speakers of English in oral and written communication.According to Bolton (2012; as cited in Mahmoud Abdulmoneim, 2015: 263)

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states that most native English speakers often use one or more phrasal verbs intheir daily life. It can be said that most of the sentences, paragraphs, novels,films, speech in English use phrasal verbs. It means as the learner of English,the students could not ignore the use of phrasal verbs in their daily life.

There are many different perspectives on phrasal verbs. As stated byMahmoud Abdulmoneim (2015, pg.35): “phrasal verb is a combination of twoor three words functioning as a unit of meaning. Realizing these difficulties, inBera (2017), researchers in Italy launched the Lugdwig language search tool tohelp people write correct English sentences by finding similar patterns inArticles published on famous news sites such as New York Time, BBC, and soon. However, this tool only supports writing in ordinary English, and is limitedto scientific and academic research fields. In addition, author Yu-Chih Sun atNational Chiao Tung University, Taiwan has built a website application tosupport writing scientific articles and looking up useful phrasal verbs. However,the author's method uses hand-drawn phrases, namely, assigned by students toread and select useful phrases in the article, then experienced teachers willcheck if the phrase is a useful phrase in the article or not (Liu et al, 2011).FLOW (Chen et al, 2012) is a writing support system that directs userinteraction to suggest phrases used in drafting scientific articles for Chinesepeople. The distinctive feature of the system is that it helps users to completearticles without being interrupted by words that they do not know in English.For Vietnamese language today, there is a website "www.hellochao.com" thatsupports English learners, when the user queries Vietnamese keywords, theapplication will search in the built-in database. is available to provide completeEnglish sentences that are commonly used for everyday communication. Thewebsite's database system has about 300,000 pairs of bilingual Vietnamese-English sentences, English sentences translated into Vietnamese sentencessuitable to the context and culture. Therefore, the practice of using phrasal verbs

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is promoted in the context of academic writing to prove for the efficiency of thelanguage and professional writing skills of writers.

<b>1.2. The statement of the problem</b>

Academic writing plays a crucial role in higher education, particularly inthe context of Thu Dau Mot University in Vietnam, where students are expectedto produce high-quality academic papers, including scientific research andtheses. However, many English learners, including English majored students atThu Dau Mot University, struggle with using phrasal verbs in their writing,which can result in imprecise language and lower grades. This is partly due tothe fact that many ESL course teachers do not teach common English phrases,which are essential for academic writing and conversation.

Writing academic essays at Thu Dau Mot University level can present avariety of challenges for students. One major obstacle is the need to demonstratea high level of contextual understanding, meaning the ability to clearly andaccurately convey the relevant information and concepts related to the topicbeing discussed. This requires students to conduct thorough research, criticallyevaluate sources, and synthesize information effectively. Another challenge ismaintaining coherence and cohesion in the essay. This involves ensuring thatideas flow logically and that there is a clear and consistent connection betweenparagraphs and sections. Additionally, students must strive to produce high-quality essays that meet the standards of academic writing, including clear andconcise language, appropriate use of evidence, and correct formatting andcitation practices. Overall, these challenges require a combination of strongwriting skills, effective time management, and dedication to producing high-quality work.

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<b>1.3. Purpose of the study</b>

Vocabulary used in academic writing is one of critical issues for Englishmajored students at Thu Dau Mot University, especially with the use of phrasalverb. It is trivial to enrich their language to be more acquainted with Englishacademic writing. At the same time, it is grasping the use of native Englishspeakers using phrasal verb and meanings.

Therefore, the objectives of this research are identified:

(1) To examine the types and functions of phrasal verbs used in academicwriting by English majored students at Thu Dau Mot university;(2) To get insights into the reasons for the use of phrasal verbs in

academic writing by English majored students at Thu Dau Motuniversity.

<b>1.4. Research questions</b>

This study is designed to examine the utilization of phrasal verbs inacademic writing by English majored students at Thu Dau Mot university.Accordingly, this study addresses the following research questions:

(1) What are the types of phrasal verbs used in academic writing byEnglish majored students at Thu Dau Mot university?

(2) What are the functions of phrasal verbs in academic writing byEnglish majored students at Thu Dau Mot university?

(3) What are the underlying reasons for the use of phrasal verbs inacademic writing by English majored students at Thu Dau Motuniversity?

<b>1.5. Scope of the study</b>

The study is designed to examine the use or frequencies of phrasal verbsin grammatical and functional classifications in academic writing by English

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majored students at Thu Dau Mot University. In addition, the functions ofphrasal verbs are explored in the process of data analysis from the conductedsurvey. Finally, underlying reasons in the usage and function of phrasal verbsin academic writing are explored. The limit of the research is that the numberof samples is reduced in minimum quantities in accordance with the degree ofthe dissertation of Bachelor of Arts. Hopefully, a substantial number of studieson phrasal verb in academic writing will be soon conducted to fill up this gapin the linguistic field, especially for English majored students at Thu Dau Motuniversity.

The participants of this research are 50 English majored students from ThuDau Mot university. Data are gathered through small group interviews and 50academic writing used to build the corpus with total of 150 writing at averageof 250 words in length. The findings would shed light on the types and functionsof phrasal verbs and more significantly on the reasons’ learners use phrasalverbs in academic writing.

<b>1.6. Significance of the study</b>

On completion, the study is hoped to provide an insight into the effects ofusing phrasal verbs techniques on EFL university students’ interest andacquirements in their academic writing application.

This study is emphasizing on the theoretical support of phrasal verb inrespect to the styles and functions of academic writings for multiple diversegroups of users. One of the key applications is the typical and common use ofphrasal verbs in academic writing sentences and styles. Communicators orwriters will apply a new smooth method for listeners or readers to gettransmitted information with a little requirement of cognitive activities. Thestudy shows that there is a considerable importance in usage of phrasal verbsfor ESL learners in academic writing. For a practical perspective, the findingscan help writers compare and emphasize on different semantic and syntactic

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functions of phrasal verbs. In addition, the study may help ESL learners toidentify the similarities and differences in academic use, as well as showing thepossibility of effective applications of phrasal verbs in the linguistics fields inViet Nam.

The result of this research is supporting English majored students at theuniversity in Viet Nam in respect to their practical use of phrasal verb inacademic writing. It is not about how to use the phrasal verbs, but it is moreabout the practical lessons on what type of words and functions are commonlyuse in serving the best interest of the academic writers in Vietnam.

<b>1.7. Definition of key terms</b>

It has been obvious in the above of the introduction section that theresearch will be implemented to find out the use of phrasal verbs, and theirfunctions in academic writing. Therefore, some key terms in this study aredefined as follows:

Academic writing: is a type of writing used at the higher education level(from University level and above) and used in research and academic fields.The writer uses this scholarly style to convey and explain complex researchissues or topics to many readers. The information must be presented in a clearand easy-to-understand way so that both inside and outside the area of expertisecovered in the article or journal can receive it (Zemach, and Rumisek, 2016).

English as a Foreign Language: abbreviation as EFL (English as a ForeignLanguage), means teaching English to people who do not speak English.Around the world today, English has become the primary language ofcommunication, engineering science, political economy - and everything fromfolklore-modern to international tourism to education, and publishing. Abouttwo-thirds of scientists read the guide in English and three-quarters of the worldcommunicates via this language (Maxom, 2012).

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Phrasal verbs: Phrasal verb is a combination of a verb and a particle. Theparticle, particle (s), can be an adv, or a preposition, or both (Hornby, 1995).

<b>1.8. Organization of the study</b>

This study is composed of five chapters.

<i>Chapter 1 provides the introduction, which includes the rationale, the aim</i>

and research questions, the significance, definitions of terminology, thetheoretical framework, and the organization of the study.

<i>Chapter 2 presents the literature review of this study, which includes the</i>

definitions of phrasal verbs in English, the functions of phrasal verbs inacademic writing, and the previous research of those fields both domesticallyand internationally.

<i>Chapter 3 describes the methodology, which consists of the research</i>

setting, materials, research design, research tools, data collection and dataanalysis procedures, and ethical consideration.

<i>Chapter 4 provides the data analysis and discussion of the findings.</i>

<i>Chapter 5 deals with the conclusions, recommendations for the use of</i>

phrasal verbs with in respect to the academic writing in English by universitystudents (EFL learners), the limitations of the study, and some suggestions forfurther research concerning to this field.

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<b>CHAPTER 2. LITERATURE REVIEW</b>

Chapter 2 presents the related theoretical foundations and the gap betweentheories. Theories to assist in solving the use of phrasal verbs in academicwriting, including the theory of the types and functions of phrasal verbs in theEnglish.

<b>2.1. Introduction</b>

There are many grammar points that are quite difficult for students,especially phrasal verbs (White, 2012). Memorizing and quite proficientlyusing phrasal verbs seems to be an exceedingly difficult thing for learners.However, if students learn well in general grammar as well as phrasal verbs,the language they use will become natural and their English level will also beimproved, students will have many choices. use a variety of words andexpressions. Using phrasal verbs can improve students' style in speaking andwriting English (Liu, and Myers, 2020). Therefore, this chapter of literaturereview is the definitions of phrasal verbs in linguistic field as well as thecharacteristics of academic writing. The next part is followed by the overviewsof the literature review and the third section of this chapter will be discussedabout some previous studies on phrasal verbs both in international and domesticresearch articles. The conceptual framework is the part which presents how thestudy will be conducted.

In addition, ESL students sometimes learn and memorize a large numberof common and complex English words in order to make clear, effectivecomprehensive English statements. Instead, they can easily learn such phrasesto convey their meanings shorter and better. In this way, theycontinue their English speaking skills and their audience will follow andunderstand them better. The use of common English phrases makes speech ortext more vivid, tangible, engaging and detailed. Learning these phrases helps

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phrases contain. It also helps students make deep connections with Englishwriting or speaking.

<b>2.2. Definitions of phrasal verbs</b>

There are many definitions of verb phrases. According to AlexanderLongman noted by Side (1990), one of the outstanding features of verbs inEnglish is that it can be combined with prepositions and nouns. Broadlyspeaking people call this association the phrasal verbs. Meanwhile, Hornby(1995)'s definition says that phrasal verbs (also called verbs of more than oneword: multi-word verbs) are verbs consisting of two or three words. One of thewords must be a verb and it is followed by an adverb or a preposition or both.According to Randolph Quirk and Sidney Greenbaun (1973), at UniversityGrammar of English-Longman Group UK Limited, the definition of verbphrases is used a lot as that a phrasal verb is a verb with two elements, the mainverb and a sub-verb that follows it. All the below examples are collected fromvarious sources of LOI English (2021), and 7ESL (2021).

Verbs in English are one of the indispensable features in the grammar andvocabulary of the English language. It is difficult to learn and understand asimple verb (single-word verb), but it is not easy to learn and use a phrasal verb(more than one single-word verb or phrasal verb). In recent years, with theinnovation of teaching methods and the new form of exams in English in thegraduation and university exams, the use of phrasal verbs in exams is increasingand the level of difficulty also gradually increased. Phrasal verbs become adifficult topic for university students. In the teaching process, phrasal verbshave been introduced from the middle school program and continue to developin the university program. One of the most difficult aspects of learning a verbphrase is that the same phrasal verb but with different contexts has differentmeanings (Quirk, & Greenbaun, 1973).

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Verbs are one of the basic words in all languages and the most complexand widely used words in the word system of languages. Linguist Palmer (2014)said that verbs as well as phrasal verbs are central to the structure of a sentence,no parsing can be carried out without carefully studying this issue. Toinvestigate the word order of the elements in the structure of English verbphrases and compare it with the word order in the structure of Vietnamese verbphrases, it is first necessary to establish a general understanding of the conceptof "verb phrase".

In the metamorphic languages with English as the typical representative,verbs are recognized by their specific affixes and by their ability to deformaccording to person, time, form, and mode (Fang, Lamme, and Pringle, 2010).English is an agglutinative language with transformations, and the sentencestructure in English is completely opposite to that of Vietnamese. Verbs inEnglish are recognized by their ability to inflection according to person, time,and consciousness, but especially thanks to their position always at the end oftheir sentences. In non-transforming languages represented by Vietnamese, thecriterion for verb recognition is the ability to center a type of main-sub-phrasecalled a verb phrase (Nguyen & Pearl, 2018).

Usually, students learning a foreign language will find some grammaticalstructures relatively easy to grasp and some extremely difficult in their learningprocess. Structures that are familiar and like students' mother tongue are easilyabsorbed by students, while structures that do not exist or are similar to theirmother tongue make it difficult for students to remember and grasp catch. Andphrasal verbs in English are considered as one of the structures that cause manydifficulties for students in their English learning process.

There are many reasons why students find phrasal verbs in English adifficult grammar point (González, 2010).

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Second, a phrasal verb can have many meanings, and its meaning issometimes not the combination of the meaning of the stem verb and the particle.Example in the sentence "Both teachers and students must put up with manyproblems". The meaning of the stem verb "put" and the particle "up", "with"stops as if it has nothing to do with the meaning of the verb phrase "to endure,to face".

E.g.: Do you like to warm up? (LOI English, 2021)

E.g.: She has just turned the radio off. (LOI English, 2021)

As mentioned above, a verb phrase consists of a single word verb with aparticle and can be an adverb or a preposition or both.

Phrasal verb= Verb + particle

<i>- V + adv: give up</i>

<i>- V + preposition: come in</i>

<i>- V + adv + preposition: look up to</i>

The following phrasal verbs examples are to see its complexity:

Phrasal verb: "Go off"

<i>E.g.: The alarm goes off at 4:30. = rings (ring, ring) (7ESL, 2021)</i>

<i>E.g.: The bomb went off with a loud bang which could be heard all overthe town (7ESL, 2021). = exploded</i>

<i>E.g.: Suddenly the lights went off (7ESL, 2021). = stopped (shut down,stop working)</i>

<i>E.g.: This milk has gone off (7ESL, 2021). = soured (sour, spoiled food)</i>

The second reason is the degree of use of verbs in everyday life. A phrasalverb is a special kind of verb, meaning it includes more than one single verb(multi-word verbs). Phrases are quite common in English, especially the

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everyday language of native speakers. Phrasal verbs are often used in informalEnglish so that the speaker can express their feelings and emotion.

<i>E.g.: Her mother passed away yesterday (LOI English, 2021). (Hermother passed away yesterday)</i>

<i>Instead: Her mother died yesterday (LOI English, 2021). (Her mother diedyesterday)</i>

2.1.1. The verb

Verbs in phrasal verbs are single-word verbs.

E.g.: Cut down – Verb + particle

<i>Verbs to form verb phrases can be intransitive verb or Transitive verb</i>

<i><b>E.g.: She brought up her children to be truthful (LOI English, 2021).</b></i>

(Transitive verb)

<i><b>E.g., LOI English (2021), and 7ESL (2021): I can’t carry on alone any</b></i>

<i>longer. I’ll have to get help (LOI English, 2021). (Intransitive verb)</i>

2.1.2. The particle

<i>a. Definition</i>

According to The Oxford Advanced Learner’s Dictionary (2021):“Particle is a minor part of speech, especially a short word that doesn’t changeits form”. The particle in this subject is a special adverb called "adverbialparticle". Adverbial particles function as an adverb and complement the verbwith which they accompany (Alexiadou, 1997).

<i><b>E.g.: Please come in (7ESL, 2021).</b></i>

Adverbial particles are meant to expand the impact of verbs.

<i><b>E.g.: My car was broken down (7ESL, 2021).</b></i>

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An adverb is a very wide set of words that can describe how, where, orwhen an action takes place. They can also express the person's point of viewabout the action, the intensity of the adjective or another adverb, or some otherfunction (Hummel, 2014). In short, the adverbial particle is a type of adverbthat is used after a verb to indicate position, direction, or motion, etc.

<i>b. Functions of adverbial particles</i>

Adverbial particles have a function that gives verbs new meaning whencombined with single verbs. In other words, in respect to the functions ofadverbial particles in phrasal verbs mean to create new meaning of the verbs(Darwin, and Gray, 1999).

<i><b>E.g.: My parents bring me up well (7ESL, 2021). (means: educate)</b></i>

Some adverbial particles change the meaning of the verb compared to thebase verb. However, they do not change the normal meaning of verbs. In thiscase, the meaning of this combination is predictable (Darwin, and Gray, 1999).

<i><b>E.g.: All the shops have been closed down (7ESL, 2021).</b></i>

Some adverbial particles emphasize the meaning of accomplishment. Inother words, the adverbial particles can indicate or add up to the completenessof the use of words (Darwin, and Gray, 1999).

<i><b>E.g.: She has washed it (7ESL, 2021). (The action of “washing”)</b></i>

<i><b>She has washed it down (7ESL, 2021). (The completion of this action)</b></i>

Some adverbial particles function as prepositions, but when the modifiersof the prepositions are removed, they become adverbs (Darwin, and Gray,1999).

<i><b>E.g.: So shy was he, he went up (7ESL, 2021). (the stair)</b></i>

<i><b>E.g.: The dog run across (7ESL, 2021). (the door)</b></i>

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<b>2.3. Characteristics of academic writing</b>

Academic Writing is a type of writing that is being used increasinglypopularly, catching many areas of life, or from students' dissertations to paperspublished in newspapers of specialized researchers. Academic writing helpswriters deepen, contribute to the development of the field they pursue, as wellas improve their expertise and critical thinking. It is so important, butnowadays, there are still some misunderstandings about this genre (Zemach,and Rumisek, 2016).

In the age of knowledge economy, people increasingly realize theimportance of universities in promoting economic growth and socialdevelopment. Many emerging countries have great plans and ambitions to buildfor themselves top universities that can rival the academic monuments of theworld such as Harvard or Cambridge. In the movement towards long academictraditions in the West for experiential learning, it is recognized that the corevalues of the college spirit, which are seen as the foundation of academicexcellence Western arts, such as scientific culture and academic freedom, areconcepts that are quite far from the cultural context and traditions deeply rootedin East Asian societies (Horowitz, 1986). This question has becomeincreasingly acute in the face of plagiarism, fraud, and corruption in academiaand in education, which are becoming a pervasive practice and devastating theirspiritual foundations and prices. value of the university. The goal of highereducation reform is therefore inseparable from the consideration of scientificculture and the nurturing of those values in universities. This comes to be basicor the ground of the requirements and characteristics of academic writing atuniversities.

According to Dill (1982), academic institutions should be seen as the unitswhose essence is the values on which it is based, a strong cultural foundation

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newcomers' academic culture guide, the National University of Singaporewrites that a university is a scientific community whose purpose and missionare gather and promote, improve knowledge. First year students are new to thiscommunity, the success depends partly on how well students adapt to thatculture, you absorb all the values and standards how it is, how well students aremastered in implementing those values and standards. In the next, academicwriting requires for outlines the practices and explains the valuable foundationbehind these agreed practices: punctuality, language style of communication,proper dress, usage of academic function to call professors, how to quotereferences, understand plagiarism and punishment, etc. This understanding ofthe "academic culture" is quite broad and seems to include the concept of"university's culture" in it (Oshima, and Hogue, 2007).

Then, Swales, and Feak (1994) state that academic culture or scientificculture can be generally understood as the written or unwritten rules for thecorrect behavior in scientific activities, including research, teaching, andlearning. These laws are quite general but essential to maintain the quality ofscientific evidence and ideas and to create a healthy mental environment forscientific activity. Science culture can also be understood as norms for thebehavior, practices, and expectations of how the scientific community behaveswhile interacting with each other. Obviously, behind these laws or conventionsis a system of beliefs and values. Therefore, the scientific culture is influencedby the national culture, and more or less has distinct characteristics in differentsocieties (Hyland, 2004).

Many people believe that when writing scholarly articles, writers ofacademic papers are theoretical articles that express scientific research resultsafter researching academic issues in a certain scientific field. The language ofacademic papers is genuine, which shows that in order to achieve thefundamental purpose of writing, academic papers can only rely on language for

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presentation. Language not only provides effective tools for people's differenttypes of thinking and writing activities, but also provides an effective way forthe communication of thinking and writing results. Language also acts as atransformation tool in academic papers. The mechanism says that'transformation' is the key to moving from thought to language expression.

The basis of transformation is syntactic rules. Without this transformation,thinking cannot be expressed in language (Ferris, 1999). In terms of vocabulary,many writers prefer to use exaggerated beautiful words. If the writer overusescomplex structures and vocabulary, the academic writing can become confusingand obscure. At that time, the ultimate purpose of scholarly writing and articlesin general to convey information was not achieved. In order to show theauthenticity of academic papers in language, the "authenticity" must be as highas possible. Academic papers must not only show the truth without ambiguity,but also show the truth precisely, and in the choice of words, it is necessary tochoose the "one" that can best reflect the true meaning and essence of thingsand phenomena. Adding a word is too long, and deleting a word is too short(Ädel, and Erman, 2012).

Hence, Biber, and Gray (2010) bring to the main reason for this viewwhich is that many people believe that the complexity of academic writing isdirectly proportional to the writer's education level. By definition, scholarlywriting is a way of writing to convey complex content with high and rigorousstandards on layout, style, and vocabulary. This leads many to think that themore complex academic writing is, the more valuable it is. In other words,common, popular words or simple grammatical constructs reflect the writer'slimited level of education. However, they omitted an important part of thedefinition of scholarly writing. It is scholarly writing aimed at a broad audience,including those who are both specialized and non-subjective. Therefore, thestyle of scholarly writing is formal, but the main message of the essay must be

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presented clearly and easily to understand so that it is accessible to all readersof various levels (Qin, 2014). To overcome this problem, the writer needs tochoose words based on the suitability of words with the context of the articleand choose the sentence structure based on the content that the writer wants toemphasize. In addition, need to distinguish technical term nouns (technicalterm) and jargon (Granger, Paquot, & Rayson, 2006).

In academic writing, Alsagoafi (2013) indicates that solemnity orformality is a necessity for two main reasons. Firstly, this is the factor thatcreates the authenticity of the article and the reader's trust in the author. Thesubject matter of academic writing is often highly academic and topical.Therefore, an informal style will be difficult to convince readers because rightfrom the forms related to standard writing rules, and the writer has not done.Second, solemnity also helps the writer to convey information clearly,accurately, and easy to understand. There are many informal expressions to beunderstood in a figurative sense, some even possessing many layers ofmeanings. Readers may become confused when reading these phrases, or theymay not even know what those expressions mean. Therefore, maintaining aformal tone will reduce the likelihood of the facts in the written text beingmisunderstood.

<b>2.4. Types of phrasal verbs</b>

In language, each unit is the sum of its relationships with other units.According to American linguist Bloomfield (1926), a sentence is anindependent form of language, not included by any grammatical constructionin a larger linguistic form. The sentence is the largest unit of grammaticaldescription. The sentence, in terms of structure, is the largest range of legitimategrammatical relationships. All possible grammatical relations exist only withinthe sentence. In words or documents consisting of two or more sentences, therecan be many relationships between one sentence and another in terms of subject

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matter and meaning, but there cannot be grammatical relationships. Manylinguists, when studying grammatical relations, also think that it is the linearrelationship between words that create word combinations or the relationshipbetween elements of phrases and relationships between sentence components.The relationship between the affixes and the elements is the relation of dharmawords within a word. Even in an English word, a main substructure appears,consisting of an element as the main component combined with affixes orparticles as auxiliary components. And in the main auxiliary phrase with theverb as the main element (verb), we again see the main - auxiliary structure thatdivides the verb phrase into two distinct components, which are the precedingauxiliary and the main part (the verb) stand behind. Therefore, when analyzingthe composition of English verb phrases, two structural classes will beencountered. One is the structure of the verb phrase, including the precedingauxiliary and the central element (Pullum, 1991). In which, the auxiliaryelement precedes the verb as the central element. Second, the structure of eachelement in the verb phrase also includes the main element before and thesubordinate element after (Greenbaum, & Nelson, 2002).

Because particles as well as prefixes are based on prepositional based onrelations, the question arises whether in the case of a phrasal verb theprepositional relation in an equivalent way to the verb meaning is integrated.The point that matters most to me here is to show that argument inheritance inthe form illustrated above for separable phrasal verbs is not characteristic. Theprepositional in the case of the phrasal verbs, meaning is not in the two-digitincorporated form that is typical of prefix verbs, but in 'intransitive' (or'adverbial') form. In particular, it comes with phrasal verbs characteristicallynot to an argument inheritance as in the sentence, where the complement of thepreposition is the direct object of the basic verb displaced. This is made possibleby the phrasal verbs in clarified.

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They are also known as syntactic relations or syntactic relations and areconsidered to include three types: isometric relations, principal-subordinaterelations, and subject-subject relations. All the below examples are collectedfrom diverse sources of LOI English (2021), and 7ESL (2021).

2.4.1. Transitive phrasal verb

Divided into two groups, depending on the position of the object:

- Group 1: can be between the verb and "particle" or go after "particle":

<i><b>E.g.: I took my shoes off. / I took off my shoes (LOI English, 2021). (I take</b></i>

<i><b>E.g.: I took them off (LOI English, 2021). (Not I took off them.)</b></i>

<i><b>E.g.: He admitted he'd made it up (LOI English, 2021). (Not He admitted</b></i>

<i>he'd made up it.)</i>

2.4.2. Intransitive phrasal verb

For intransitive phrasal verb, there is no object - verbs with the sameparticle (usually adverbs) always go together:

<i><b>E.g.: When she was having dinner, the fire broke out (LOI English, 2021).</b></i>

<i>(She was having dinner when a fire broke out).</i>

<i><b>E.g.: Our car broke down and had to be towed to a garage (LOI English,</b></i>

<i>2021). (Our car broke down and had to be towed to a repair shop).</i>

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However, there are many phrasal verbs that can be either transitive orintransitive. The context will tell us the functions along with their meanings:

<i><b>E.g.: The plane took off at seven o'clock, (intransitive) (7ESL (2021) (The</b></i>

<i>plane took off at 7 o'clock).</i>

<i><b>E.g.: The man took off the shoes and came into the room,</b></i>

<i>(transitive)(7ESL (2021) (The man takes off his shoes and enters the room).</i>

2.4.3. Separable phrasal verb

There is only one object:

+ If the object is a noun, the verb phrase can be separated.

<i><b>E.g.: She takes off her shirt.(7ESL (2021)</b></i>

<i><b>She takes her shirt off.(7ESL (2021)</b></i>

+ If the object is a pronoun, this verb phrase is inseparable.

<i><b>E.g.: I tried on them (I tried them on).(7ESL (2021)</b></i>

 Cannot be separated into “I tried them on”.

+ If two objects appear: this verb phrase must be separated.

<i><b>E.g.: He put a case on the pillow.(7ESL (2021)</b></i>

 Can't put "He put on a case the pillow" sentence.2.4.4. Inseparable phrasal verb

Given in a sentence that one or two of these objects or types of objects arenouns or pronouns, the phrasal verbs that follow it are inseparable.

<i><b>E.g.: Jay mentions me that I will not back out of the deal.(7ESL (2021)</b></i>

<i><b>E.g.: Maybe I come up with some new creative pranks?(7ESL (2021)</b></i>

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<b>2.5. Functions of phrasal verbs</b>

2.5.1. Semantic functions of phrasal verbs

According to Brady (1991), the results of frequency counting, andanalyzing of magnetic functions show that these items play a significant role inthe technical manual. This role is not a "pragmatic sign of official term" asconfirmed to phrasal verbs in less exact discourse contexts. Analysis of the levelof shadow of this study shows that most items consisting of two words in thetechnical manual, unlike common texts, are non-figurative and neutral in forms.Therefore, in the technical manuals, the role of two-way items is almostsemantic: they provide additional orientation and / or accuracy. However,between the two sub-categories of the technical manual, the ratio of verbscompared to their vocabulary varies means, with the predominant phrasal verbsin the "Lay 'manual! And the vocabulary that appears more frequently in the"Expert" litigation.

If we think of transformation as a process, then multiple meanings are theresult, the product of that process of phrasal verbs. In Vietnam, polysemy isdescribed theoretically in several lexical works of Nguyen Van Tu (2014),Alves, M. J. (2005). However, dealing with a multi-sense phenomenon inreality poses many dilemmas and lacks consensus among researchers. Thissituation is also not incredibly positive for foreign researchers.

<i>a. Idiomatic meanings</i>

The meaning of the phrasal verb cannot be understood by understandingthe meaning of the verb and the separate particle. In other words, the basicmeaning of a verb completely changes when combined with a particle (Rushdi-Saleh et al., 2011). As a result, a new verb is formed with a completely newmeaning.

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<i><b>E.g.: Police are looking into the case. (to look into=to investigate) (7ESL</b></i>

<i>b. Non-idiomatic meanings</i>

The phrasal verb is predictable based on the basic lexical meaning andthe particle (Cappelle, Shtyrov, and Pulvermüller, 2010).

<i><b>E.g.: He blew me a kiss when he went out.(7ESL (2021)</b></i>

To go: means to move from one place to another place. (meaning: to go)

Out: means away from the inside of a place. (meaning: to leave)

Sometimes the meaning of some verb phrases is the same as that of theoriginal verb. Sub-words only add small meanings to the verb phrase, and toemphasize the verb (Darwin, and Gray, 1999).

2.5.2. Syntactic functions of phrasal verbs

Depending on the presence of phrasal verbs, the usage of the affixes andmodifiers surrounding the verb center will also change. The double structure ofthe phrasal verb center is a feature that exists in most languages of the world.Parallel existence of phrasal verbs, in which the preceding verb denotes state(modus) and the verb after the dictum shows that it is impossible to define thesecondary main relationship between the verbs and the particles. And therefore,this case cannot consider one verb to be a precursor or a posterior to the otherwords. As for the verb center part, when recognizing the relational nature in thesyntactic grammar, other than the fixed language or conjugate language, as the

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secondary main relationship, with the modal-dynamic verb center cluster fromthe action state without primary and secondary binding. Then it must considerthis whole verb phrase as the central part with the verb. However, this centralpart does not always appear in its full form. It should be noted that whenstanding independently with the presence of the verb, it must be accompaniedby the particle, and some modal verbs such as "put" often cannot stand alonebut must exist thanks to the double structure of the phrasal verb, that is to beaccompanied by the adverbial particles (Dirven, 2001).

<b>2.6. The use of phrasal verbs in academic writing</b>

Stemming from the perception that there is a connection between syntaxand semantics, authors such as Fortescue (2010), Goddard (2009), Brems, L.(2010) argue that different syntactic frames (Goddard), different syntacticbehavior (syntactic behavior, Fortescue), different textures (construction byGoldberg) or different combinations (combinaterics, Evan and Winlkins) areoften the basis for separating polysemy. The problem is, all dictionarycompilations are based on the grammatical model to separate multiplemeanings, but the number of meanings for each case of multiple meanings isstill not the same. In fact, if students absolutize this criterion, they will not beable to deal with the cases where the polysemy is noticeably clear but share thesame grammatical form. For example, the phrasal verb see in English is used intwo different meanings (1: meet up/meet with, visit to/visit with and 2: consultwith/ask about expertise) but they have the same grammatical framework. Thisonce again shows that the problem of polysemy has never reached a consensusamong researchers. The theory of multiple meanings is not yet unified, so thepractice of dealing with multiple meanings will inevitably face difficulties andconfusion. Therefore, in terms of method, writers choose the flexible approachof Traugott (1989) that is acknowledging the role of the syntactic framework asa basis for separating polysemy. This concept is defined to be that different

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structures often go accompanied by different semantic interpretations, but thisdoes not mean that there is only one meaning for each grammatical form. Thisis the basis for us to describe the transformation of the perceptive verb into thedomain of the perceptive phrasal verb as well as when considering think as apolysemy.

Highly academic with the goal of providing information and facts that areimportant to the reader, academic writing places great emphasis on formal style.According to the Cambridge dictionary, formality is the quality of beingsuitable for serious or official occasions, translated that conformity to seriouscontexts. Thus, it can be simply understood that the solemnity in scholarlyarticles is a serious style, suitable for the high academic requirements of thearticle. This factor requires writers to comply with standard English writingrules, while maintaining a neutral voice as possible on the topic being discussed.However, formalism does not mean having to use high-level vocabulary orwriting long complex sentences. Instead, expressions of solemnity in scholarlyliterature can be encapsulated in three keywords: clear, concise, and objective(Alsagoafi, 2013).

The difficulty in writing academic English as a native is the ambition ofall English learners. However, to achieve this, it is extremely important forVietnamese students to understand the similarities and differences inexpressions between written or spoken common and academic written English.In fact, the expression in Vietnamese students' writing is often influenced bythe expression of spoken literature. Distinguishing these similarities anddifferences is difficult but can be done by comparing the distinctive features ofexpressions in common or spoken literature and scholarly literature based onlinguistic facts. English language of native speakers, from which the typicalfeatures of the academic English written language are drawn. Learners can usethese features to change and improve their writing to meet the international

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standards of academic English. Through this research, the aim is for readers tonote the difference between the English expressions in oral and commonwriting so that they can find out how to learn to write academic English moreeffectively.

In academic writing, the verb is especially important because it shows thereader how the research is "done." Essay writing is nothing but documentingthe process of “doing” research. Precise use of verbs is the key to describingresearch accurately (Trebits, 2009).

In English, actions can be expressed with either verbs or verbphrases. Verb phrases are common in everyday life because they are morecolloquial. Verb phrases are usually composed of two or more words, whichcan leave the speaker more time to think when they are expressed. Verb phraseshave adverbs or prepositions, or both, in addition to the main verb. After thecombination, the meaning of the verb phrase may be very different from theoriginal meaning of the main verb. Also, different prepositions can make verbphrases mean completely different things. For example, the verb look means"to see" the action; look into means "to examine", and look down upon means"to look down upon." It can be seen that the use of verb phrases can be flexibleand changeable, which is convenient for daily life (Alsagoafi, 2013).

In academic writing, verb phrases are less formal. This is mainly becausephrasal verbs often have multiple meanings and are not concise enough. Todistinguish between formal and informal expressions just pay attention to thefollowing two points. First, formal expressions are usually made with exact andspecific words with unique meanings. Second, formal expressions, especiallyin scientific research, are usually more concise than informal ones. Obviously,verbose expressions will reduce the efficiency of information transmission(Alsagoafi, 2013). Verbs are especially important in academic writing becausethey show readers how research is "done." Writing a dissertation is simply

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documenting the "doing" of the research process. Accurate use of verbs is thekey to accurately describing research.

In English, the expression of an action can be a verb or a verb phrase. Verbphrases are common in everyday life because they are more colloquial. Verbphrases usually consist of two or more words, which give the speaker more timeto think. In addition to the main verb, a verb phrase can also contain adverbs orprepositions, or both. When combined, the verb phrase can mean very differentfrom the original main verb. Also, different prepositions can make verb phrasesmean completely different things. For example, the verb look means the actionof "look"; "to look" means "to look back," and "to look down on" means "tolook down upon." It can be seen that verb phrases are flexible and convenientto use in daily life.

<b>2.7. Reasons for using phrasal verbs</b>

Phrasal verbs are one of the most frequent multi-word units in Englishlanguage. Phrasal verbs play a particularly important role in everydaycommunication. Accordingly, instead of just using learned words to speak orwrite, they often replace them with phrasal verbs with similar meanings. It isvery normal for native speakers to use phrasal verbs because they are familiarwith and understand the meaning of those multi-word units (Trebits, 2009).However, for learners of English as a second language, contacting and learningthese phrasal verbs is often difficult because of the substantial number of wordsand sometimes also misleading because it is not always meaningful andexpressive verb phrases are the same as the original meaning of the verb.Furthermore, a word can have multiple meanings when it is combined withdifferent words. For example: get away (leave, escape, etc.), call off (cancel,same as cancel), have a good relationship with (get along with someone)(Gardner and Davies, 2007).

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The study conducted by Gardner and Davies (2007) indicate that phrasalverbs are “very common and highly productive in the English language as awhole” (p. 340). In fact, with a small percentage of English verbs is making upover half the phrasal verbs in the whole language. They also estimate that“learners will encounter, on average, one [phrasal verb construction] in every150 words of English they are exposed to” (p. 347). Due to this reason, the ratioof using phrasal verbs in English sentence simply increases with conversationalgenres and registers, in both oral and written format. As ESL learners desire tobecome competent and proficient in English, phrasal verbs are an essentialconstruction to master (Larsen-Freeman, 2002).

With the use of phrasal verbs, students can use a variety of expressions toexpress their desires with their diverse linguistic knowledge. For example, itcan be said that (LOI English, 2021; and 7ESL (2021):

<i>E.g.: He made up this story. (He made this up) or He made this story up.</i>

<i>But it cannot be used: He made up it.</i>

<i>E.g.: We always respect our teachers. (We always respect our teachers)</i>

Student can use the verb look up to = respect

<i>E.g.: We always look up to our teachers.</i>

Phrasal verbs are phrases consisting of two or three words, including amain verb, followed by prepositions. Since so many verbs are used withmetaphorical meanings, remembering them is often a challenging task for non-native learners. Using these phrases in academic writing can make their readinginterrupted, confusing for readers. In addition, verbs are often used in moreinformal contexts. Therefore, a formal academic essay will not normally useverbs. However, it should be noted that there are certain exceptions, such as"carry out" or "account for".

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Students write different contents, in communication situations, withdifferent socio-cultural contexts as well as with different attitudes, but thecommon point of utterances is that we often have attitudes and feelings for thefacts we express and elicit similar ideas and attitudes in our readers. However,our choice of linguistic forms in immediate or prepared utterances sometimesgoes against our wishes and what we intend to prepare for ourselves and ourinterlocutors. Not only that, for the utterance, in addition to the requirement ofsemantic quantity, but the amount of information as also mentioned, the writeralways inserts the above expressions as "residuals" (redundancy, Fetzer &Johansson, 2010). This part is thought to be redundant but not redundantbecause they have positive value, as push and barrier signals to perform thefunction of organizing, interacting with the conversation, directing listeners tothe conversation, community conversation, etc. Units are considered as“residuals” or “push signals” which we call pragmatic markers. This is why theprecise selection and non-polysemy choice of phrasal verb in academic writingis very critical.

<b>2.8. Previous studies</b>

2.8.1. International studies

Many researchers have performed studies and literature reviews onphrasal verbs. Zubir, Ghazali, & Ridzuan (2011) conducted a study at a highschool in Malaysia exploring the two choices of students between phrasal verband single-word choice in academic writing. The study had total of 40 studentsparticipating with the age of above 16. The quantitative method is used in thestudy with the support of survey and questionnaires. The results show thatstudents have preferences to use both phrasal verb and single word in academicwriting. However, students also indicate that they often avoid the use ofunfamiliar phrasal verbs as well as polysemy phrasal verbs.

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At the same time, study by Jahedi, & Mukundan, (2015) focuses on theanalysis of phrasal verbs used by Chinese students concerning different levelsof language skills from intermediate levels to advanced levels. This study isfocusing on the syntactic functions of phrasal verb of being less figurative andliteral in comparison to the single-word choice for most students. As the result,it shows phrasal verbs is less likely to be preferable by intermediate andadvanced Chinese students where they pay more attention to semantic nature ofphrasal verbs. However, the raising question on the result of this study is on thesize of the experiment.

Trebits (2009) implements a scientific study to figure out the mostfrequent use phrasal verb in academic writing. The study is using EuropeanUnion document for the examination where around 20,000 words are tested inthe corpus of EU English. This quantitative method is aiming to scrutinize themost common use phrasal verbs in academic and professional writing. Theresult shows the most 25 common uses which occurred in the corpus of EUunion document. This study has not drawn the necessary conclusion over theoffered functionalities of phrasal verbs in regard to its academic usages.

2.8.2. Vietnamese studies

Tran, Huynh and Duong (2015) examined the teaching and using ofphrasal verbs with the use of conceptual metaphor at Tra Vinh University. Theparticipants were all first-year students with major in English where they weredivided into two experiment group. One group experienced with the conceptualmetaphor, and the other group experience with the traditional method. As theresult, it is affirmed that the conceptual metaphor is being more effective toteach phrasal verbs in academic context in comparison to the use of traditionalmethod. However, this study has not drawn the attention toward thefunctionality of semantic and syntactic aspects of phrasal verbs in regard to thecontext of academic writing.

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