Masaryk University Faculty of Arts

Department of English and American Studies

English Language and Literature

Mgr. Jarmila Dezortov

Phrasal Verbs and Their Translations into Czech

(A corpus-based study)

Masters Diploma Thesis

Supervisor: Mgr. Renata Kamenick, Ph. D.

2010

I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. .. Authors signature

Acknowledgement I would like to thank my supervisor , Mgr. Renata Kamenick, Ph.D., for her kind help, valuable advice and encouragement.

Table of Contents Introduction ....................................................................................................................... 3 1. Phrasal Verbs in English ............................................................................................... 5 1.1 1.2 1.3 1.4 2.1 2.2 2.2.1 2.2.2 2.2.3 2.3 2.4 2.5 3.1 3.2 Definitions ........................................................................................................ 5 Characteristic Features of Phrasal Verbs .......................................................... 6 Defining VocabularyAdverbs, Prepositions and Adverb-Preposition Words 7 Phrasal Verbs and Their Meanings ................................................................... 8 Categories of Phrasal Verbs ............................................................................ 13 The Syntactic Behaviour of Phrasal Verbs .................................................... 15 Intransitive Phrasal Verbs ...................................................................... 15 Transitive Phrasal Verbs ........................................................................ 15 Phrasal Verbs which are Both Transitive and Intransitive .................... 16 The Position of the Object in Separable Phrasal Verbs .................................. 17 Phrasal Verbs and Style .................................................................................. 18 Frequent Phrasal Verbs ................................................................................... 20 Dictionaries ..................................................................................................... 24 Monolingual Dictionaries ............................................................................... 26

2. Categories of Phrasal Verbs and Their Influence on Syntax ...................................... 13

3. Dictionaries Suitable for Research of Phrasal Verbs .................................................. 24

Macmillan Phrasal Verbs Plus ................................................................................ 26 Oxford Dictionary of Phrasal Verbs ....................................................................... 27 3.3 Bilingual Dictionaries ..................................................................................... 27 Velk anglicko-esk slovnk (LEDA 2006) by Josef Fronek (Comprehensive English-Czech Dictionary) ..................................................................................... 27 Lexicon 5 Platinum ................................................................................................. 29 Anglicko-esk slovnk frzovch sloves (Luk Vodika) .................................. 30 Web MetaTrans Multilingual Meta-Translator.................................................... 32 4. Electronic Tools .......................................................................................................... 34 4.1 4.2 4.3 What is a Corpus? ........................................................................................... 34 Types of Corpora ............................................................................................ 35 Corpora Projects ............................................................................................ 38

World English Corpus ............................................................................................ 38 Oxford Corpus of the English Language ................................................................ 39

The Czech National Corpus .................................................................................... 40 The InterCorp Corpus ............................................................................................. 40 Kacenka .................................................................................................................. 42 Kacenka 2 ............................................................................................................... 43 Other Corpora ......................................................................................................... 44 5. Practical Part ........................................................................................................... 45 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 Introduction ..................................................................................................... 45 Hypotheses ...................................................................................................... 45 The Method of Research ................................................................................. 45 CARRY OUT ................................................................................................. 47 GO BACK....................................................................................................... 51 GO ON ............................................................................................................ 56 PICK UP ......................................................................................................... 62 SET UP ........................................................................................................... 68 Data Analysis and Conclusions ...................................................................... 74 Practical Tips for Translating Phrasal Verbs .................................................. 76

Conclusion ...................................................................................................................... 78 Bibliography ................................................................................................................... 81 RESUME .......................................................................................................................... 1 RESUM .......................................................................................................................... 2 APPENDICES .................................................................................................................. 4

Introduction Phrasal verbs are generally considered one of the areas of the English language which is very hard for non-native speakers to master. As long as the meaning of the phrasal verb in a sentence is literal they are not considered a problem. However, when it comes to their idiomatic and non-literal meanings, speakers of English as a foreign language often need assistance with finding the right translations or at least with discovering the meaning of the phrasal verbs in the given context. The aim of the present thesis is to introduce the concept of phrasal verbs and examine and assess the suitability of available tools for investigating English phrasal verbs and their translations into Czech. The thesis is divided into two parts: theoretical and practical. The theoretical part consists of four chapters. Its aim is to provide information on phrasal verbs, dictionaries and corpora. The theoretical part is the basis for research in the practical part. In the first chapter the term phrasal verb is defined and characteristic features are listed. This is followed by definitions of other related terms which are important for this thesis, e.g. the differences between particles and prepositions are explained. The first chapter concludes with two subchapters which deal with semantics of phrasal verbs. The subchapter Phrasal Verbs and Their Meanings explains how phrasal verbs are created. It mentions the role of particles in phrasal verbs and how awareness of particle meanings can help EFL1 speakers understand phrasal verbs. In the second chapter phrasal verbs are divided into categories which are described. Style and syntax are also taken into account. The syntactic part focuses on the position of the object in separable phrasal verbs. The subchapter Frequent Phrasal Verbs is concerned with research on phrasal verbs and their frequency in English and in

English as a foreign language

the English language of EU documents. The translations of the first five most frequent phrasal verbs are then examined in the practical part of this thesis. In the third chapter differences between monolingual and bilingual dictionaries are dealt with and dictionaries which are available for Czech speakers and can be used for looking up phrasal verbs are described. These dictionaries are then used in the practical part of the thesis. The last chapter in the theoretical part deals with corpora. It introduces the term corpus and describes important corpora projects. The theoretical part of the thesis serves as a basis for the practical part. Dictionaries and corpora are used to analyse how some phrasal verbs are translated into Czech. The research is carried out using five most frequent phrasal verbs chosen according to a paper published by Gardner and Davies (carry out, go back, go on, pick up, set up). Translations of these phrasal verbs into Czech were looked up in dictionaries and then compared with translations retrieved from parallel corpora (InterCorp, Kacenka and Kacenka 2). The outcome of this research should serve as a source of inspiration for translators from English into Czech and for readers interested in the multitude of potential translations.

1. Phrasal Verbs in English 1.1 Definitions

According to Alexander (1988: 152), one of the most common characteristics of the English verb is that it can combine with prepositions and adverb particles. Thus this category of English verbs is worth investigating. According to Alexander, these verbs are called phrasal verbs. In his Phrasal Verb Organiser Flower (2002: 7) gives a simple definition of phrasal verbs aimed at EFL learners: A phrasal verb is a verb plus one or two particles. Alexander describes a phrasal verb as any commonly used combination of verb + preposition or verb + adverb particle. Povey (1990: 5) defines the term phrasal verb as a combination of an ordinary (one-word) verb (e.g. come, give, put) and an adverbial or prepositional particle (e.g. in off, up), or sometimes both, which constitutes a single semantic and syntactic unit. Both Alexander and Povey state that the term phrasal verb is nowadays used to cover all three categories: phrasal verbs (combining with an adverbial particle e.g. go off), prepositional verbs (combining with a prepositional particle e.g. come across) and phrasal prepositional verbs (combining with both e.g. put up with). Kraus (2002: 27) defines phrasal verbs as verbs combined with adverbial particles only (not with prepositions)2. Dempsey et al.3 define phrasal verbs as verbs plus one or more particles that behave as a syntactic and semantic, and often idiomatic, unit. Greenbaum (1974: 629) defines a phrasal verb as a multi-word verb in which a verb is combined with an adverb to form an idiomatic unit.

Kraus (2002: 27): Frzovmi slovesy nazvme slovesa spojen s pslovenou stic. Od sloves spojench s pedlokami se li tm, e psloven stice me mt dvoje postaven, pedloka nikoliv. 3 http://www.aaai.org/Papers/FLAIRS/2007/Flairs07-044.pdf

To sum up, the term phrasal verb is used in two senses: in the broad sense verb-combinations with adverbial particles or prepositions in the narrow sense verb-combinations with adverbial particles only Further on, Alexander, who defines phrasal verbs in the broad sense, then states 3 types of combinations (1988: 152): essential combinations e.g. listen to non-essential combinations not essential but reinforce the meaning of the verbs (e.g. to drink up) idiomatic combinations the primary meaning of a verb completely changes and a new verb is formed (e.g. to make up = to invent) Sroka (1972: 13) also mentions several alternative terms used for the category of phrasal verbs. These include: compound verbs, group-verbs, verb-adverb combination, phrasal verbs, merged verbs, verb-adverb locution, separable compounds, poly-word verbs, separable verbs. Currently, the term phrasal verb prevails and many of Srokas terms are not applicable anymore. Occasionally, the terms compound verbs and groupverbs are encountered. For this reason the term phrasal verbs is used throughout this thesis. 1.2 Characteristic Features of Phrasal Verbs

This chapter attempts to sum up the characteristic features of phrasal verbs as outlined in the book Phrasal Verbs and How to Use Them. According to Povey (1990: 811), there are certain features that are common to all phrasal verbs. 1. Replaceability by a one-word verb this criterion is used to include verbs in the category of phrasal verbs as not all phrasal verbs have their one-word synonym (e.g. to make up apply cosmetics)

2. Idiomaticity this criterion does not apply to all combinations because not all phrasal verbs are idiomatic (e.g. Increased transport costs will put up prices.) 3. Passivization or the possibility of passive formation is characteristic of transitive phrasal verbs (e. g. Rita looked after the children. - The children were looked after.) 4. Questions formed from phrasal verbs have the pronominal form (who (m) or what and not an adverbial form (e.g. where). This fact distinguishes phrasal verbs from one-word verbs with prepositional phrases (e.g. John called up the man. X John called from the office, Who (m) did John call up? X Where did John call from?) 5. Adverbial particle (unlike an ordinary adverb) in phrasal verbs can usually stand before a noun object (e.g. Call up the secretary. or Call the secretary up.) 6. Stress is a criterion that differentiates between adverbial particles and prepositions. (The differences between adverbial particles and prepositions are explained in the following subchapter.) The criteria suggested by Povey show that it is very difficult to distinguish between phrasal verbs on the one hand and verbs with adverbs or prepositions on the other. 1.3 Defining Vocabulary Adverbs, Prepositions and Adverb-Preposition Words

This section deals with the difference between adverbs and prepositions. Sroka (1972: 37) in his work The Syntax of English Phrasal Verbs uses the following three distributional classes of particles for his research: Adverbs: away, back, forth, forward, out Prepositions: at, for, from, into, of, upon, with

Adverb-Preposition words: about, across, along, around, by, down, in, off, on, over, past, round, to, through, under, up According to Alexander (1988: 122), the word adverb (ad-verb) suggests the idea of adding to the meaning of a verb. They specify the action in a sentence by modifying a verb i.e. by telling us how, when, where, etc. something happens or is done e.g. She sent him away. Prepositions are used in front of nouns or noun phrases, pronouns or gerund to express a relationship between one person, thing, event, etc. and another (Alexander 1988: 144). Prepositions always have an object. Certain words, such as in, off, up, function either as prepositions or as adverb particles. When such words are followed by an object, they function as prepositions; when there is no object, they are adverbial particles: preposition: The children are in the house. adverb: The children have just gone in. (Alexander 1988: 123) According to Quirk et al. (1974: 818), a sentence with a verb with a prepositional phrase can be analyzed in two different ways. He analyses the example sentence He looked at the girl. The prepositional phrase looked at the girl can be regarded as adverbial, or the sentence can be divided into a phrasal verb looked at and prepositional object the girl. The two analyses can be regarded as different, but equally valid and complementary ways of looking at the same structure. (Quirk et al. 1974: 818). 1.4 Phrasal Verbs and Their Meanings

In her article Metaphor and Phrasal Verbs Moon claims that many phrasal verbs are metaphorical (2005: LS5). Metaphorical means non-literal language use, in which one thing is described in terms normally associated with something else (Anderson, Corbett 2009: 196). The fact that phrasal verbs are metaphorical can help translators understand a phrasal verb without knowing the exact translation into Czech.

The following list provides a simple overview of the most common particles and the meanings they have in phrasal verbs, including their metaphorical meanings based on Macmillan Phrasal Verbs Plus4. A more detailed review with examples is provided in the dictionary. Particles and their meanings AROUND 1. move (move in many directions) 2. spending time (spend time doing nothing, or without having a clear purpose) 3. turning (turn to face the opposite direction) 4. surrounding (surround someone or something) 5. avoiding (avoid a problem or subject) 6. treating badly (treat someone who has less authority in an unkind way)

AWAY 1. moving (move farther from a person, place, or thing) 2. making someone or something move (make someone or something move farther from a person, place, or thing) 3. continuous action (do something continuously or with a lot of effort, especially something boring or difficult)

BACK 1. returning (return to a place or position) 2. moving backwards (move away from the front) 3. preventing (prevent someone from moving forwards)

Macmillan Phrasal Verbs Plus (2005: 8, 12, 16, 126, 220, 226, 284, 290, 296, 300, 464, 486)

DOWN 1. moving downwards to a lower position (move to a lower place or position) 2. placing something on a surface (set something on a surface)

IN 1. entering a place or space (enter a room, a building etc, or let someone do this) 2. putting something into a space (put something into a space, a container etc) 3. inside, not outside (inside a building or other place, not outside it) 4. keeping inside, preventing from leaving (prevent someone from leaving a room, a building etc) 5. moving inwards (move inwards towards a certain point)

INTO 1. entering (enter a room, a building etc) 2. inserting (put someone inside a room or container, or through a surface) 3. hitting (hit someone or something that you are moving towards)

OFF 1. leaving (go away: leave a place or position) 2. removing (remove or get rid of something) 3. starting (start happening, or start doing something) 4. finishing, stopping (finish or complete something) 5. preventing, keeping away (separate something from someone or something else, in order to keep it private, stop people entering it etc) 6. getting out (get out of a bus, train, plane etc, or let someone do this)

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ON 1. touching (be supported by the surface of something, or move into this position 2. starting (start, or make something start or happen) 3. continuing (continue to move forward)

OUT 1. leaving (leave a place or space) 2. removing (remove something from a room, container etc, remove things, especially so that nothing is left) 3. preventing (prevent someone from entering) 4. outside, not inside (not involving people from ininside an organization, away from your home, especially for pleasure, not inside your house or a building) 5. moving outwards (move out from the centre in all directions, give or send things from a central point, distribute something)

OVER 1. moving across (move across an area from one side to the other) 2. moving beyond (flow over the edge and out of a container) 3. falling (fall, or make something fall) 4. changing (change to a different position, direction, activity etc.

THROUGH 1. passing from one side to the other (pass from one side or end of somehing to the other)

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UP 1. moving upwards (move to a higher place, or make someone or something do this) 2. doing something completely (finish something, or do something completely) 3. fastening, preventing, or restricting (fasten, block, cover, or restrict someone or something) 4. beginning to happen, exist or appear (start happening or existing, appear unexpectedly) 5. moving closer to someone or something (move closer in time or space to someone or something)

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2. Categories of Phrasal Verbs and Their Influence on Syntax 2.1 Categories of Phrasal Verbs

Phrasal verbs can be divided into categories which affect their syntactic behaviour. Like other verbs, phrasal verbs can be: transitive (followed by a noun or pronoun that is the object of the verbs) intransitive (with no object) both transitive and intransitive (Potter 2005: LS3). Transitive verbs are verbs that do not have a complement. When a verb has a direct object, it is transitive. Some verbs can function either as transitive or intransitive (e.g. I (S) am eating (V). x I (S) am eating my lunch (O).) (Greenbaum 1990: 63). A more detailed distribution is provided by Povey (1990: 14) Intransitive with particle Transitive

adverbial IA5: The alarm clock went off at TA6: John 7 oclock. looked up the word in the dictionary. looked the word up. looked it up. TAPO7: John has given up smoking. Has given it up.

5 6

IA intransitive pattern with an adverbial particle: e.g. The alarm clock went off at 7 oclock.

TA transitive pattern with an adverbial particle: e.g. He looked up the word in the dictionary. He looked the word up in the dictionary. 7 TAPO the particle (p) always precedes the object (o), unless the latter is a pronoun: e.g. I wish youd give up smoking. I wish youd give it up.

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TAOP8: John got his point across very well. got it across. with prepositional particle IP9: I came across an TP10: The instructor put my sister off

interesting yesterday, I came

expression

swimming, put her off swimming.

across

it

put her off it.

yesterday. with and prepositional particle adverbial IAP11: TAP12: Mary put up with the You shouldnt interruptions cheerfully. Mary put up with them cheerfully. take your resentment out on the child. take it out on the

children. take it out on them. Table 1

8 9

TAOP the particle always follows the object: e.g. The lecturer got his point across very well. IP intransitive pattern with a prepositional particle: e.g. I came across that word in a newspaper. 10 TP transitive pattern with a prepositional particle: e.g. The instructor put my sister off driving. 11 IAP intransitive pattern with both an adverbial and a prepositional particle: e.g. She put up with the interruptions cheerfully. 12 TAP transitive pattern with both an adverbial and a prepositional particle: e.g. You shouldnt take your resentment out on children.

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2.2

The Syntactic Behaviour of Phrasal Verbs

This chapter describes the division of phrasal verbs with regard to their syntactic behaviour. This information is helpful when identifying phrasal verbs in corpora and is thus instrumental in the practical part of the thesis. The syntactic behaviour differs following the categories the phrasal verbs are part of (Potter 2005: LS.2 LS4). 2.2.1 Intransitive Phrasal Verbs Intransitive phrasal verbs do not have objects and always stay together. E. g. We have recorded a new album, and its coming out in the spring. I had the chance to change jobs, but I let it slip by. 2.2.2 Transitive Phrasal Verbs Within the group of transitive phrasal verbs four types of syntactic behaviour can be observed: 1. Separable phrasal verbs form the largest group of transitive phrasal verbs. The object is placed either between the verb and the particle, or after the particle. E.g. Just pack your bags and load up the car. Ill load the car up while you lock the door. If the object is a pronoun, it must go between the verb and the particle. E.g. You bring the car round and Ill load it up. (You bring the car round and Ill load up it.) 2. A group of phrasal verbs where the object (a noun, a noun phrase, or a pronoun) must go between the verb and the particle. E.g. The two women are so similar that only their husbands can tell them apart. I can hardly tell the two women apart. (I could hardly tell apart the two women.)

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3. A group of transitive phrasal verbs where the object (a noun, a noun phrase, or a pronoun) must go after the particle or particles. This group includes all prepositional and phrasal-prepositional verbs: E.g. I bumped into your mother at the supermarket. I bumped into her in the city centre. There is a small number of phrasal verbs in this category where the particle is an adverb, but these verbs cannot have a pronoun as an object. E.g. The victim wasnt able to put up much resistance. (The victim wasnt able to put up it.) 4. The last group includes three-word phrasal verbs with two objects. One of the objects goes after the verb and the other after the particle or particles. E.g.. She played one boy off against another. That guy at the garage did me out of 50. I have decided to take you up on that job offer. 2.2.3 Phrasal Verbs which are Both Transitive and Intransitive In this category phrasal verbs behave according to whether they are transitive or intransitive, depending on the context. When they are intransitive, they behave like other intransitive verbs. E.g. Im not very good at adding up in my head. On the contrary, when they are transitive, they behave as described in the section Transitive Phrasal Verbs. E.g. Now add up the number of calories you have eaten. If you add all that up, it comes to about three million.

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2.3

The Position of the Object in Separable Phrasal Verbs

Generally, the objects of most transitive verbs can go either between the verb and the particle, or after the particle. There is no difference in meaning or emphasis (Potter 2005: LS.3). E.g. He picked the phone up and dialled. You can pick up the number and give me a call. However, if the object contains information already known (to the reader or listener) then the object is more likely to be placed between the verb and the particle. If the object provides us with new information it is more likely to come after the particle. This allows the speaker to put more emphasis on the new information. E.g. Ann slipped the jacked on to see what it looked like. (The jacket has previously been mentioned, the object comes between the verb and the particle.) She slipped on some flat sandals and made her way downstairs. (Some flat sandals the object has not been mentioned yet and therefore the object comes after the particle.) An object consisting of more than three or four words usually goes after the particle, regardless of the fact whether the object has already been mentioned. E.g. Officials are trying to pin down the cause of widespread power cuts in the western states. (NOT Officials are trying to pin the cause of widespread power cuts in the western states.) Most transitive phrasal verbs can be used in the passive and some of them even require the passive form. Even if the verb is normally separable, when it is in the passive the verb and the particle must stay together. Ive cleaned the place up a bit. The place had been cleaned up.

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2.4 Phrasal Verbs and Style Dempsey et al.13 state that phrasal verbs have been identified as a potentially strong indicator of text genre. On the other hand, Fletcher (2005: LS13) expresses the opinion that apart from resolving meaning and grammar problems, teachers and students of English have to decide when it is appropriate to use phrasal verbs. It is often claimed that phrasal verbs are used in informal register. Fletcher states that phrasal verbs are encountered even in quite formal texts and are the most natural-sounding choice. He provides the example of the verb give up. This phrasal verb occurs in all the following types of texts. Text type Per million words academic prose 10 fiction 30 newspapers 30 conversation 25 Table 2: This table shows the approximate number of times the verb give up is used per million words of text (Fletcher 2005: LS13) In conclusion it can be said that although in some texts phrasal verbs cannot be encountered as often as in other types of texts, it should not be maintained that formal texts do not include phrasal verbs at all. According to Fletcher (2005: LS14), there is a large number of phrasal verbs that native speakers use in all registers, including formal and technical. He quotes the Macmillan Defining Vocabulary14, which lists 16 phrasal verbs: consist of, deal with, get up (= get out of bed), give up, grow up, happen to, leave out, look for, make up (= invent), pick up, put down (put something on the floor etc), put on (= get dressed), slow down, stick out, take off (= remove clothes), and wake up. Fletcher (2005: LS14) claims that these verbs are included in the Macmillan Defining Vocabulary because they are
13 14

http://www.aaai.org/Papers/FLAIRS/2007/Flairs07-044.pdf The Macmillan Defining Vocabulary is a list of the 2,500 English words used for writing the dictionary definitions.

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the most usual and natural ways of expressing these ideas and that most of their singleword equivalents are much less common than the phrasal verbs (e.g. put on don). Another example is the research performed by Dempsey et al.15, based on the fact that phrasal verbs have been identified as a potentially strong indicator of text genre and that phrasal verbs are a lexical marker. Their prediction was that phrasal verbs frequency would be a sufficient marker to computationally discriminate between spoken and written texts. They specifically predicted that phrasal verbs appear more often in spoken text than in written text. They expected that phrasal verbs would distinguish text genres in terms of degree of formality and spokenness. The results of their search show that all categories of phrasal verb forms significantly distinguished spoken from written registers. With the exception of 3rd person forms, all categories of phrasal verb forms also distinguished formal from informal registers and between spoken and written registers.

15

http://www.aaai.org/Papers/FLAIRS/2007/Flairs07-044.pdf

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2.5 Frequent Phrasal Verbs Identifying the frequency of certain vocabulary in English or any other language might have very interesting outcomes for speakers of a foreign language. Corpora are one of the most suitable tools for identifying the most frequent vocabulary and can provide the researcher with useful data for an analysis. This chapter will introduce two projects that deal with the frequency of phrasal verbs and are corpus-based. The first of the two projects is a project aimed at researching phrasal verbs frequency in the British National Corpus by Dee Gardner and Mark Davies (2007). The purpose of their study was to establish a logical rationale for narrowing the scope of phrasal verbs in English language training based on frequencies of actual occurrence in a large representative corpus of English British National Corpus (Gardner, Davies 2007: 340). They aimed to provide data for English language teaching, materials development and testing and for future studies. PV Go on Carry out Set up Pick up Go back Come back Go out Point out Find out Come up Make up Take over Come out Come on Come in Senses PV 5 Carry on 2 Go up 15 16 4 5 6 3 4 12 8 8 11 5 5 Get out Take out Come down Put down Put up Turn up Get on Bring up Bring in Look back Look down Bring back Break down Senses PV 4 Put on 7 Bring out 7 14 5 7 8 5 7 8 5 2 5 2 8 Move on Turn back Put back Go round Break up Come along Sit up Turn round Get in Come round Make out Get off Turn down Senses PV 9 Move in 9 Look around 1 Take down 4 Put off 2 Come about 5 Go along 19 2 2 3 5 1 10 11 5 Look round Set about Turn off Give in Move out Come through Move back Break off Senses 3 1 4 5 1 3 0 3 3 2 2 4 1 5

Get through 5

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Go down Work out Set out Take up Get back Sit down Turn out

8 8 3 13 4 3 12

Take off Go off Bring about Go in Set off Put out Look out

9 6 5 1 7 10 2

Bring down 6 Come over 1 Break out 5 Go over Turn over Go through Hold on 4 9 5 5 2 2 5 7

Give out Come off Take in Give back Set down Move up Turn around

4 3 17 1 6 2 0

Take on 5 Take back 6 Pick out Give up 12 Hold up 7 Sit back Get up 8 Get down 7 Hold back Look up 1 Hold out 5 Put in Table 3: The top Phrasal Verbs in the BNC and their word senses:

Note. Total senses = 559. PV = phrasal verb. Consulted Longman Dictionary of Phrasal Verbs (Courtney, 1993). WordNet = around. See look around. See turn round.

Anna Trebits (2009) analysed the most frequent phrasal verbs in English language EU documents. She used the following texts and documents to build the corpus (CEUE16): nineteen information booklets (of about 20 pages on average) on different activities of the EU the annual general report on the activities of the EU in 2006 sample test material from recruitment competitions in all subject areas. She aimed to find lexical verbs used in phrasal verb constructions, to identify the most frequent phrasal verbs, to determine the number of word-senses associated with the most frequent phrasal verbs and to present the pedagogical relevance of the findings. From the results of her search (Trebits 2009: 476477) the following should be mentioned: A learner of English will find one phrasal verb construction in approximately 200 words of text. 11 out of the top 50 lexical verbs in her corpus (e.g. base, bring, call, go, make, open) also function as phrasal verb constructions.

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The Corpus of EU English (CEUE)

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About half of the 25 most frequent phrasal verbs in her corpus are among the 20 most frequent lexical verbs forming phrasal verb combinations in the British National Corpus. The top 10 phrasal verbs in her corpus account for over 50 per cent of all phrasal verb combinations while the top 25 phrasal verbs make up more than 60 per cent of all phrasal verbs in the EU corpus.

Top 25 phrasal verbs in the CEUE set up set out base on carry out draw up focus on lay down put forward open up depend on make up report on find out call on move around take up follow up work on break down build on agree on bring about go on point out speed up Table 4

# Of word-senses in the CEUE 2 1 1 1 1 1 1 2 2 2 1 1 1 1 1 2 1 1 4 1 1 1 2 1 1

# Of word-senses in WordNet and LDPV17 15 3 1 2 5 1 2 4 7 3 9 1 4 1 2 13 2 2 8 1 1 2 5 3 2

The differences between the results are worth noting. There were considerably fewer word-senses in her corpus than in WordNet and LDPV. Trebits (2009: 477) mentions,

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Longman Phrasal Verbs Dictionary, 2000. Pearson Education Limited, Harlow.

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among others, the phrasal verb set up which has only two different meanings in the CEUE (1 start a business or organization, 2 make arrangements for something to happen) and more than ten in general English.

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3. Dictionaries Suitable for Research of Phrasal Verbs This section introduces dictionaries that are suitable for research of phrasal verbs. It begins with general information on dictionaries. As all three hypotheses in the practical part focus on dictionaries (see pp. 45 - 74), it is necessary to include detailed descriptions of the dictionaries used (both monolingual and bilingual). In this way the results of the research can be evaluated and suggestions for a more suitable structure of phrasal verb dictionaries provided. 3.1 Dictionaries

Dictionaries are important companions of translators in their everyday work. The Oxford English Dictionary defines the term dictionary as follows: A book dealing with the individual words of a language (or certain specified classes of them), so as to set forth their orthography, pronunciation, signification, and use, their synonyms, derivation, and history, or at least some of these facts: for convenience of reference, the words are arranged in some stated order, now, in most languages, alphabetical; and in larger dictionaries the information given is illustrated by quotations from literature; a word-book, vocabulary, or lexicon. Dictionaries are reference books on the vocabulary. (Greenbaum 1990: 432). There are different types of dictionaries. According to Greenbaum (1990: 432) they differ in their size organization: they can be arranged alphabetically (from word to meaning) or semantically (from meaning to word), pictorial dictionary (usually limited to nouns and noun phrases) language: monolingual, bilingual, multilingual, monolingual for foreign learners 24

specialization: general, specialized (slang, pronunciation, new words, idioms, law etc.) Greenbaum (1990: 432433) provides a list of types of information that is usually provided by the general dictionary: 1. Spelling 2. Pronunciation 3. Inflections 4. Parts of speech 5. Definitions 6. Usage labels 7. Etymology Each year a number of new dictionaries are published by local or international publishers. They do not differ only in the languages they work with, but also in various other ways. Some of them are monolingual, other bilingual, some are in pocket editions, others are very extensive, some are general, others specialized etc. To choose the right dictionary for their needs translators need to compare the dictionaries and consider their suitability for the given purpose. One of the aims of this thesis is to compare and contrast dictionaries which can be used for looking up translations of phrasal verbs. It is necessary to mention that there is a considerable lack of bilingual English-Czech dictionaries specializing in phrasal verbs. Textbooks and grammar books do not usually provide us with translations. For this reason several general dictionaries which are widely used were chosen to find out whether general dictionaries offer a comparable number of meanings to the meanings provided by monolingual dictionaries of phrasal verbs.

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3.2

Monolingual Dictionaries

Macmillan Phrasal Verbs Plus Macmillan Phrasal Verbs Plus (2005) is a monolingual dictionary of phrasal verbs published by Macmillan Education, Oxford. It was chosen as a basis of this study as it is well organized and thus helps to structure the research. Apart from the basic information on phrasal verbs, which is common to most dictionaries (e.g. explanation of meaning of phrasal verbs, description of their syntactic behaviour and guidance on register), it also offers additional information, which helps the translator. This include: red words Red words in the dictionary signal the fact that according to the World English Corpus18 they belong among 1,000 most frequent phrasal verbs. They are divided into three bands and the words with three stars belong to the 350 most frequent phrasal verbs. This helps EFL learners find out how important the phrasal verb is. menus If the word has five or more meanings, a menu is provided so that users can find the meaning they are looking for more quickly. collocation boxes Collocation boxes provide information about collocations. special explanation of particles. For the twelve most common particles special entries are provided to show how their meanings develop from the literal to the figurative. Moreover, example sentences in this dictionary are taken from a corpus and thus they represent the real use of phrasal verbs

18

http://www.macmillandictionaries.com/corpus/corpus.htm

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in English texts. This dictionary was chosen for the study to provide a systematic list of meanings which serves as a basis for grouping of phrasal verbs. Oxford Dictionary of Phrasal Verbs Oxford Dictionary of Phrasal Verbs (1993) claims to contain: over 11,000 references examples of use taken from a wide range of contemporary sources, many drawn from the new Oxford Corpus of the English Language19 synonyms, opposites and related verbs grammatical codes for each entry showing possible sentence patterns lists of typical collocates explanations of unusual features of grammar and usage This dictionary was chosen to provide further meanings for the given phrasal verbs. 3.3 Bilingual Dictionaries

Velk anglicko-esk slovnk (LEDA 2006) by Josef Fronek (Comprehensive EnglishCzech Dictionary) The dictionary developed from its predecessors Anglicko-esk slovnk s nejnovjmi vrazy, LEDA 1996 and the Comprehensive Czech-English Dictionary (LEDA 2000). Its target audience are not only Czechs, but also English native speakers. The electronic Velk anglicko-esk slovnk (LEDA 2006, Comprehensive English-Czech Dictionary) (LEDA) aims to clearly show the whole range of English meanings and unambiguously define, as far as possible, every single Czech equivalent. For the research it is necessary to observe the structure of verb entries and entries with several meanings. This is the description given by the dictionary (LEDA 2006):

19

http://www.oxforddictionaries.com/page/oec

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Verb entries are further subdivided potentially into transitive, intransitive and phrasal. Phrasal verbs are included as the last of the three possible subsections of the respective verb (sub)entry. Each phrasal verb is highlighted by a as an individual subentry on a new line. When phrasal verbs are subdivided into vt and vi, these are marked by colour. hang [h] n v (pt, pp hung [ha]) vt vi or around vi vt vi hang behind vi When a word has more than one sense (as a particular part of speech), the different senses are distinguished by bold Arabic numerals (in colour); in some cases further subdivisions are marked by letters a, b. etc in colour. Each individual subentry is introduced on a new line. home 1 a) [C,U] [place where one lives] domov, dm

b) [house] dm, byt c) find a h. for sth najt pro co msto 2 [country] domov, domovina 3 [institution] stav, domov 4 (of plants, animals) habitat, msto vskytu, domov attr adj (cooking, computers) domc adv 1 doma 2 [all the way] drive a nail h. zatlouct hebk; 28

The principal sources of this dictionary include several monolingual and bilingual dictionaries (see Appendix 1) and they allowed the author to list as many meanings as possible. The main assets of this dictionary are its scope and relevance.

Figure 1 search of the phrasal verb carry out in Velk anglicko-esk slovnk (LEDA 2006) by Josef Fronek (Comprehensive English-Czech Dictionary)

Lexicon 5 Platinum Lexicon 5 Platinum is an electronic bilingual dictionary. Its data is based on monolingual English and American dictionaries published by Harpers Collins, Oxford University Press, Cassell, Websters etc. It includes collocations, idioms, illustrative sentences, and abbreviations. It claims to have been put together with the help of a corpus of the English language but, unfortunately, the corpus is not specified. Lexicon 5 Platinum is a general dictionary but it also includes specialized vocabulary. WordNet and Rogets Thesaurus can be accessed directly from the electronic dictionary. In total the dictionary includes: 220, 000 entries; 356, 000 word meanings; 188, 000 phrases and examples and 946, 000 translations into Czech.

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Figure 2 search of the phrasal verb carry out in Lexicon 5 Platinum

Anglicko-esk slovnk frzovch sloves (Luk Vodika) This dictionary was created to fill up the gap in Czech dictionaries (Vodika 2002: 8). According to the author, there is no bilingual English-Czech dictionary which would specialize in phrasal verbs, or any general dictionary which would go into much detail about them. The dictionary includes (Vodika 2002: 14): 12,126 entries, with 46,338 meanings (from which 13,543 are idioms). The dictionary includes the following types of data (Vodika 2002: 14): 1. all types of phrasal verbs where at least one is idiomatic 2. phrasal verbs of depend on, accuse of type which have relatively invariable meanings which are easy to be deducted from meanings of a verb/particle but which must be used only with the preposition given 3. idioms that are based on phrasal verbs (e.g. ruffle someone up the wrong way).

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Entries in this dictionary are ordered alphabetically firstly by the main verbs and then by particles. If a phrasal verb appears with both types of particles (adverbial and prepositional) and each of them has a different meaning, then phrasal verbs with the adverbial particle are listed first. E.g. (Vodika 2005: 15): see round1 adv see round2 prep see through1 adv see through2 prep see to prep see up adv; prep see with prep seek after prep see for prep Meanings of phrasal verbs are ordered in this way: Each meaning is given a number. Small numbers are given to meanings which are deductible from meanings of verbs and particles alone. Non-deductible meanings are listed after deductible meanings. Idioms are listed as last. E.g. (Vodika 2005: 120) go far adv 1. jt, chodit, jezdit daleko nap. DO PRCE 2. neform. mt spch; bt spn 3. ZSOBY, PENZE vystait, vyjt 4. pispt, pomoci velkou mrou 5. as far as it goes neform. v rmci monost; a na dal

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6. go as/so far as neform. jt, zajt tak daleko a NAP A TVRDIT, E VICHNI OKOLO JSOU LHI 7. go too far zajt pli daleko; dovolit si pli mnoho This dictionary does not provide any illustrative sentences and is not available in electronic form. Web MetaTrans Multilingual Meta-Translator20 Web MetaTrans is an online search engine which makes it possible for its users to search several online dictionaries simultaneously. Its modular design allows the users to add more online dictionaries to their searches easily. The software also uses information from text corpora, WordNet and a morphological analyzer. Thus the information on the searched term is more complex. The first screenshot shows the Web MetaTrans interface. On the left there is a search window. On the right users can choose the languages (from-into) and the online dictionaries they want to use. The second screenshot shows the search result for the verb carry out. The coloured squares next to the translations display in which dictionaries the translations were found (e.g. The translation uskutenit appears in three dictionaries.)

Figure 3 search of the phrasal verb carry out in Web MetaTrans

20

http://metatrans.fi.muni.cz/

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Figure 4 the search result for the phrasal verb carry out

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4. Electronic Tools This chapter introduces the term corpus. It deals with the types of corpora and differences between them. Further on, some important corpus projects are described. 4.1 What is a Corpus?

A corpus (plural: corpora) is a collection of texts designed for linguistic analysis, normally held in electronic form. Corpora vary in size, containing anything from tens of thousands to hundreds of millions word. Corpora are often designed to be representative of a language or genre, that is, they aim to contain a balanced sample of that language or genre. (Anderson, Corbett 194: 2009). ulc (1999: 9)21 defines a corpus as a collection of all written texts of a given genre or a given person or a collection of information or materials for study purposes. Generally, in linguistics a corpus is a set of evidence of authentic use of language. It serves as a basis for linguistic analysis and description of written and spoken languages. Thanks to the development in technology a new course in linguistics appeared corpus linguistics. Jamie Keddie 22 lists the following sources as examples of data for corpora: books, magazines, newspapers, emails, television, radio, conversation etc. He proposes that some corpora could consist entirely e.g. of samples of US written English, samples of written British English, of business correspondence, legal contracts, old English or childrens speech. Anderson and Corbett (2009: 22) claim that (B)y presenting a mass of text in digitised form, and constructing tools to search that mass of text, corpus linguistics

21

Pvodem latinsk slovo korpus (corpus, -oris = 1. tlo, tleso hmota 2. tlo, postava 3. uspodan tleso, celek, kmen, soubor, sbor) k nm pilo z anglitiny (corpus pl. corpora nebo corpuses), kde znamen jednak sbrku vech psanch text jednoho uritho druhu nebo jednoho lovka, jednak sbrku informac i materil, urench ke studiu. 22 http://www.onestopenglish.com/section.asp?catid=59862&docid=155104

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brings to the table a set of data and tools that produce results that seem explicit and objective. Results of corpus search form the basis for quantitative analysis and as Anderson and Corbett (2009: 22) continue we can count things, identify frequencies and distributions, and so we can propose, in principle, reliable and generalisable statements about how language works. However, quantitative analysis is often supplemented by interpretative, qualitative analyses of corpus data. Quantitative analysts use corpora not as a source of frequencies but as a source of raw data, which can be quickly and easily assembled (Anderson and Corbett 2009: 22). Various areas of language are investigated using data from corpora e.g. lexis, grammar, discourse or pronunciation. The results of corpus research are applicable in translation, in linguistic research, English language teaching etc. 4.2 Types of Corpora

According to their qualities and to their focus we can distinguish several types of corpora: 1. synchronic corpora x diachronic corpora A synchronic corpus is a corpus which contains texts all from the same or broadly similar time, which allows the user to investigate the state of the language at that time (Anderson, Corbett 2009: 199). On the contrary, a diachronic corpus is a corpus which samples texts from across a period of time, to enable analysis of how language changes over time (Anderson, Corbett 2009: 194). 2. general reference corpora x special purpose corpora A general reference corpus is one that can be taken as representative of a given language as a whole and can therefore be used to make general observations about that particular language. (Bowker 2002: 11). On the other hand a special purpose corpus

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focuses on a particular aspect of a language (e.g. a particular subject field, a specific text type). 3. corpora of spoken language x corpora of written language Corpora of spoken language, as the term suggests, contain samples of spoken language. As examples the following projects should be mentioned: British Academic Spoken English corpus (BASE), Freiburg English Dialect Corpus (FRED), Intonational Variation in English (IviE), The Speech Accent Archive. The most commonly used corpora of written language include: British National Corpus (BNC), BYU Corpus of Contemporary American English, Lexware Culler corpora, TIME Corpus of American English. 4. smaller corpora x large scale corpora Even though creating a large corpus takes a lot of time and many copyright issues are involved, large scale corpora are still being produced e.g. the open Corpus of Contemporary American English (COCA) 410+ million words (US 1990-2010) created by Mark Davies Professor from Brigham Young University (BYU). Smaller scale corpora can be created ad hoc to investigate specialized areas of language. The issue of size is important. Generally, it can be said that the larger the corpus, the more representative it is. Anderson and Corbett (2009: 6) state that for applications in lexicography, it is important that corpora should be large, usually tens if not hundreds of millions of words in size. OKeefe et al. (in Anderson and Corbett 2009: 7) on size of corpora mention that: In terms of what constitutes a large or a small corpus, it depends on whether it is a spoken or a written corpus and what it is seeking to represent. For corpora of the spoken language, anything over a million words is considered to be large, for written corpora, anything below five million is quite small. However, when choosing the right corpora for research size should be just one of the criteria as

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researchers might be interested in a special part of language (e.g. spoken language) and then a special corpus with fewer words can be more representative. 5. parallel corpora x comparable corpora Despite the fact that both terms refer to multilingual corpora and are closely related to translation studies there are certain differences to be mentioned. They can be defined in this way: a parallel corpus usually contains the same texts in a number of language versions (Anderson and Corbett 2009: 8), ulc (1999: 82) in his definition mentions the fact that a parallel corpus is often created by an original text and its translation in one or more languages a comparable corpus is a corpus which contains texts which are functionally equivalent in two or more languages (Anderson and Corbett 2009: 8). 6. learner corpora A learner corpus is according to Jamie Keddie a database of samples of English (or any language) that have been produced by learners23. Bowker (2002: 13) suggests that (S)uch corpora can be usefully compared with corpora of texts written by native speakers. In this way, teachers, students or researchers can identify the types of errors made by language learners. 7. open x closed corpora Bowker (2002: 12) defines an open corpus (or a monitor corpus) as one that is constantly being expanded. This type of corpus is often used in lexicography as it is possible to observe current trends in language. On the contrary, a closed (or finite)

23

http://www.onestopenglish.com/section.asp?catid=59862&docid=155104

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corpus is one that does not get augmented once it has been compiled (Bowker 2002: 13). 4.3 Corpora Projects

This subchapter introduces some of the most commonly used corpora and corpora which are related to this research. World English Corpus The World English Corpus was used by Macmillan Publishers to create the Macmillan English Dictionary as well as the Macmillan Phrasal Verbs Plus. The World English Corpus claims to contain over 220 million words and it was created in the late 1990s. The corpus was created at the Centre for English Corpus Linguistics at the Universit catholique de Louvain in Belgium. The World English Corpus consists of three parts: 1. a general corpus which includes examples of real spoken and written English taken from a variety of sources across the English-speaking world 2. a learner corpus with examples of English as it is written by advanced learners from all over the world. In this corpus it is possible to find the most common problems of English language students. 3. an ELT corpus contains examples of English currently found in English language course books and readers. The corpus contains data including British English, American English and world English. The ratio of written to spoken texts is 9:1. The corpus contains the following types of texts: academic discourse, print and broadcast journalism, fiction, recorded conversations (including telephone calls), recorded business meetings, general non-fiction, answer phone messages, emails, legal texts, academic seminars, cultural 38

studies texts, radio documentaries, broadcast interviews, ELT course books, text written by learners of English, including essays and examination scripts. Oxford Corpus of the English Language This corpus is used to create Oxford University Press dictionaries. It claims to give the fullest, most accurate picture of the English language today. It represents all types of English, from novels and specialist journals to everyday newspapers and magazines and from Hansard to the language of blogs, emails, and Internet message boards. And, as English is a global language, used by an estimated one third of the world's population, the Oxford English Corpus contains language from all parts of the world. The corpus contains 2 billion words of real 21st century English. The corpus includes texts from the year 2,000 onwards. The corpus consists of the following types of texts: academic papers; technical manuals; journals; newspaper reports, columns, and opinion pieces; corporate websites; magazine articles; novels and short stories; fanzines; underground and counterculture websites; personal websites; blogs; message board postings.

Figure 5 a chart representing the topics included in theOxford Corpus of the English Language

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The Czech National Corpus Despite the fact that the Czech National Corpus is primarily aimed at the Czech language, it should be mentioned in the list of corpora because Czech translators can benefit from the range of texts which are available there. The Czech National Corpus (CNC) is an academic project which has been carried out by the Institute of the Czech National Corpus (ICNC), Faculty of Arts, Charles University in Prague. The Institute was founded in 1994 and in 1996 it got a grant to create a corpus of the Czech language, i.e. electronically saved, processed and accessed collection of language data in standartised format (ulc 1999: 46) 24 . Its results are to be used for creating a large dictionary of the Czech language and for creating other language reference manuals. Currently, the project houses several corpora. Their description is provided Appendix 2. The InterCorp Corpus The InterCorp Corpus is a sub-corpus of the Czech National Corpus (CNC). Its developement is a part of The Czech National Corpus and Corpora of Other Languages research project. The goal of this project is to build up parallel synchronous corpora for most of the languages taught at the Faculty of Arts.25 The corpus consists of fiction in Czech and other languages. Recently, political commentaries published at Project Syndicate26 website have been added. Each of the texts has its Czech counterpart and thus Czech is the pivot language. In October 200927 the InterCorp Corpus consisted of materials in 21 languages plus their Czech counterparts. For English the corpus contained 4,041 thousand Czech words (i.e. 4,705 thousand words in English). This number consists of 34 texts and texts

24

vytvoen korpusu etiny (tj. elektronicky uloenho, zpracovvanho a pstupnho souboru jazykovch dat ve standardizovanm formtu) 25 http://www.korpus.cz/intercorp/?lang=en 26 http://www.project-syndicate.org/ 27 http://www.korpus.cz/intercorp/?lang=en

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from the Project Syndicate website. While the InterCorp is an open corpus (Bowker, Pearson 2002: 12) it is being constantly developed and nowadays it contains even more materials. The corpus can be searched in various ways: searching in one or more languages in parallel searching by wordform searching by string of wordforms (a phrase) searching by CQL expression searching by lemma (base form) - for some languages searching by morphosyntactic tag - for some languages regular expressions as an option virtual keyboard to type in foreign characters28. The InterCorp corpus provides its users with a wide range of texts. The interface is an invaluable tool for translators in search of the most adequate translations.

Figure 6 selecting materials for a search in the InterCorp

28

http://korpus.cz/english/intercorp-info.php

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Figure 7 search of the phrasal verb carry out in the InterCorp

Figure 8 the results of the search of the verb carry out in the InterCorp

Kacenka Kacenka (abbreviation for Korpus anglicko-cesky - elektronicky nastroj Katedry anglistiky) was created by the Department of English, Faculty of Arts, Masaryk University in 1997. The aim of this project was to support research and teaching in the field of translation29.

29

http://www.phil.muni.cz/angl/kacenka/kachna.html

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There are 30 literary texts and 2 non-literary texts available in the corpus. Most of the texts were retrieved from Internet resources. Nearly all the Czech texts were scanned with the use of Pro Lector 1.2 (OCR programme). For the contents of the corpus see Appendix 3.

Figure 9 - search of the phrasal verb carry out in the Kacenka

Figure 10 - the results of the search of the verb carry out in the Kacenka

Kacenka 2 The K2 parallel corpus is an enhancement of the corpus Kacenka. All texts are now available in the Bonito corpus manager. (Rambousek30) For a complete list of texts available in Kacenka 2 see Appendix 4. The search process is identical with the search in Kacenka, both of which do not allow the use of lemma, unlike the InterCorp where lemma was used. This fact has influenced the numbers of retrieved translations.
30

http://www.phil.muni.cz/wkaa/home/sekce-en/translation/k2/view?set_language=en

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Other Corpora The chapter Electronic Tools introduced the corpora used for the practical part of this thesis and the corpora that provided information for the dictionaries studied. However, translators into English can also benefit from monolingual corpora. Among the most commonly used corpora are the British National Corpus (BNC) 31 or the Corpus of Contemporary American English (COCA)32.

31 32

available from http://www.natcorp.ox.ac.uk/ or http://corpus.byu.edu/bnc/ http://www.americancorpus.org/

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5.

Practical Part

5.1 Introduction The purpose of the practical part of this thesis is to analyse the translations of phrasal verbs from English into Czech and the dictionaries that Czech translators use. The aim is to compare meanings of phrasal verbs with the meanings given by monolingual dictionaries and further on to compare them with translations of phrasal verbs found in parallel corpora. The results should help the readers choose the most useful dictionaries for their work. The research is carried out on a set of phrasal verbs. 5.2 Hypotheses H1: Czech dictionaries provide only a small number of phrasal verb meanings. H2: Czech dictionaries do not sort their meanings according to the frequency of phrasal verb meanings. H3: English-Czech dictionaries of phrasal verbs do not provide more meanings or more complete information on phrasal verbs than general bilingual dictionaries. 5.3 The Method of Research The research process is divided into several steps 1. Identifying Phrasal Verbs Suitable for the Research Due to the number of tasks which have to be carried out in this research, only a small set (5) of phrasal verbs is examined. These phrasal verbs are chosen according to their frequency. The data used for identifying the most frequent phrasal verbs have been taken from the article Pointing Out Frequent Phrasal Verbs: A Corpus-Based Analysis by Dee Gardner and Mark Davies (2007). In their article, they publish a BNC-based list of 100 most frequent phrasal verbs in English. For this study only a set of 5 most frequent phrasal verbs is used in order to facilitate a thorough examination of the

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meanings given by various monolingual and bilingual dictionaries and an analysis of the Czech translations in the corpora mentioned above.

2. Identifying Possible Meanings of Phrasal Verbs The possible meanings (semantic categories) are taken from the Macmillan Phrasal Verbs Plus dictionary which lists them in a menu. This list is compared with the meanings given by another monolingual phrasal verb dictionary (Oxford Dictionary of Phrasal Verbs) and forms a basis for the division of the Czech translations retrieved from corpora into categories according to their meanings.

3. Looking up Translations in Bilingual Dictionaries The following bilingual dictionaries are used to look up the corresponding translations: Velk anglicko-esk slovnk (LEDA 2006, Comprehensive English-Czech Dictionary by Josef Fronek) Lexicon 5 Platinum Anglicko-esk slovnk frzovch sloves (Luk Vodika) Web MetaTrans Multilingual Meta-Translator. For more information on the dictionaries see pp. 2733.

4. Comparing Search Results with Semantic Categories Data retrieved from dictionaries are compared and contrasted with the data retrieved from monolingual dictionaries. The translations from bilingual dictionaries are divided into categories which have been created according to the Macmillan Phrasal Verbs Plus dictionary.

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5. Retrieving Translations of Phrasal Verbs from Parallel Corpora The following parallel corpora are searched in order to retrieve translations of phrasal verbs: InterCorp, Kacenka and Kacenka 2. The descriptions and screenshots of the search are on pp. 4144.

6. Analysis of Search Results The data retrieved from corpora are analysed according to the following criteria: Is the search result a phrasal verb? Does it belong to any of the proposed semantic categories (word meanings)?

7. Comparing and Contrasting Search Results Search results from bilingual dictionaries and corpora are compared and analysed.

8. Data Analysis and Conclusions 5.4 CARRY OUT Table 4 shows the results of the search for the phrasal verb carry out in the InterCorp, Kacenka and Kacenka 2. The total number of search results was 205. After a manual selection 154 corresponding translations of the phrasal verb into Czech were found. As the results are compared with dictionaries, this list focuses only on translations by a verb and not by other parts of speech (e.g. adjectives or nouns). The translations where the verb was omitted completely are not included either. Table 4 includes all translations of phrasal verbs by Czech verbs. The retrieved translations also included modulations and verbs with a shift of meaning which are not shown in the following tables as they are not lexicographic equivalents. On the other

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hand, their presence in corpora can help translators find the most suitable expressions for their texts and can serve as a source of inspiration. The first line of the table features the corpora used for the research (InterCorp, Kacenka and Kacenka 2). The numbers in brackets indicate the number of phrasal verb occurrences (i.e. 178 in InterCorp, 14 in Kacenka and 13 in Kacenka 2, total = 205 occurrences). The left column lists the translations into Czech by verbs and the numbers in second, third and fourth column indicate the number of their occurrences in the given corpora. The number in the last column gives the total number of the translations found in the corpora used. The last line in the table gives the total numbers of translations of phrasal verbs by a Czech verb. E.g. the most common translation of the verb carry out into Czech is the Czech verb provst / provdt. It occurs 34 times in the InterCorp, twice in Kacenka and twice in Kacenka 2. The total is 38 occurrences out of 154 translations by a verb ( ca. 25 per cent of all translations by verbs into Czech). The same system of analysis is applied with the other phrasal verbs, too.

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Translations / Corpora and Total the number of PV IC+K1+K2 occurrences IC (178) K1 (14) K2 (13) (205) provst, provdt 34 2 2 38 uskutenit, uskuteovat 29 0 4 33 plnit (koly, rozkazy), vyplnit 7 1 2 10 vynst, vynet 6 2 1 9 vykonat, vykonvat 8 0 0 8 realizovat, zrealizovat 6 0 1 7 odnst 5 1 1 7 probhat 4 0 0 4 spchat 3 0 0 3 prosazovat, prosadit 3 0 0 3 splnit 1 2 0 3 uplatnit 2 0 0 2 vst 2 0 0 2 odvst prci 2 0 0 2 konat 2 0 0 2 zabavit 2 0 0 2 vyplnit se 2 0 0 2 podat 1 0 0 1 splnit se 1 0 0 1 naplovat 1 0 0 1 pchat 1 0 0 1 dopoutt se 1 0 0 1 zajistit 1 0 0 1 obstarat 1 0 0 1 init 1 0 0 1 vyvjet (innost) 1 0 0 1 zvstovat 1 0 0 1 dodret 1 0 0 1 zvldnout 1 0 0 1 zadit 1 0 0 1 propracovat 1 0 0 1 pistupovat k 1 0 0 1 hledt si neho 1 0 0 1 dopravit 0 1 0 1 Total translations 134 9 11 154 Table 4 A list of translations of the verb carry out by a Czech verb. The highlighted verbs are not lexicographic equivalents. Note: IC = InterCorp, K1 = Kacenka, K2 = Kacenka 2

It is worth noting that the search showed 34 various translations of the phrasal verb carry out by Czech verbs for 154 occurrences. Exactly one half of the possible translations occurred only once (17 translations), whereas the remaining 17 translations account for the remaining 137 findings. The first two most frequent translations then account together for about 46 per cent of all translations.

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Table 5 shows the semantic categories specified in monolingual dictionaries, their corresponding translations in Czech dictionaries and the translations which could not be added to any of the semantic areas. For a complete list see Appendix 5. The analysis of bilingual dictionary entries showed 5 different semantic categories in which the phrasal verb carry out is used. The monolingual dictionaries showed only two semantic categories and none of them listed the literal meaning of the phrasal verb (vynst, vynet). Neither did the monolingual dictionaries list two more meanings: provozovat and vydit (obchodn). These two translations were found in the Web MetaTrans dictionary and appear to be more specific than other semantic categories.
Semantic category to do a particular piece of work to do something that you have said you will or that you have been told to do Czech translations from dictionaries uskutenit, provst, provdt, konat, realizovat vykonat, splnit, vyplnit, splovat, realizovat, dostt, uinit zadost vynst ven, vynet provozovat vydit (obchodn) Table 5 semantic categories identified in monolingual categories compared to Czech translations from the chosen dictionaries, divided into semantic categories

In Table 6 Czech translations from the dictionaries studied are compared to the translations retrieved from the corpora. The translations are divided according to semantic categories (as in Table 5). The translations which occurred only in corpora are in bold and their frequency is in brackets e.g. vst (4).
Czech translations from dictionaries uskutenit, provst, vykonat, provdt, konat, realizovat Translations from corpora provst, provdt (38), uskutenit, uskuteovat (33), realizovat, zrealizovat (7), odvst prci (2), konat (2), init(1), vyvjet innost (1), zadit (1), probhat (4), vst (2), vyplnit se (2), podat (1), zajiovat (1), obstarvat (1), propracovat (1), hledt si (1), pistupovat (1) plnit, vyplnit (10), vykonat, vykonvat (8), splnit (3), naplovat (1), dodret (1), prosazovat, prosadit (3), uplatnit (2), splnit se (1), zvldnout (1) vynst, vynet (9), odnst (7), dopravit (1) spchat (3), pchat (1), dopoutt se (1)

vykonat, splnit, vyplnit, splovat, realizovat, dostt, uinit zadost vynst ven, vynet provozovat vydit (obchodn)

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Table 6 comparing translations of the verb carry out in the dictionaries and in the corpora. The translations which occurred only in the corpora are in bold and their frequency is in brackets.

A new semantic category, which did not appear in any of the dictionaries, has been created. This category is associated with making an offence (e.g. Similarly, an American citizen carried out the worst terrorist attack in the United States before September 11, 2001. Translated in the InterCorp as: Nejhor teroristick tok ve Spojench sttech ped 11. zm 2001 takt spchal americk oban.) It is also interesting to note that there were no identical translations in the corpora for the new semantic categories provozovat and vydit (obchodn). The reason for this might either be that the corpora used are not large enough or that the translations are too specific with a shift of meaning and would not be listed in a general dictionary. 5.5 GO BACK

Table 7 shows the results of the search for the phrasal verb go back in the InterCorp, Kacenka, and Kacenka 2 parallel English-Czech corpora. The total number of search results was 711. After a manual selection 494 corresponding translations of the phrasal verb into Czech by a Czech verb were found. Table 1 shows the search results. The total of 65 translations of the phrasal verb go back into Czech by a Czech verb was identified. The most common translation was vrtit/ vracet se, which accounts for over 68 per cent of the translations. More than a half of the translations occurred only once (39 translations). The translations with more occurrences in which the context is crucial for understanding are for example: jt za Ill go back and tell him about it. Translation into Czech: Pjdu za nm a vechno mu povm (Kacenka 2). The tendency with the translation into Czech jt za is that the speaker concentrates on the person and not on the activity of going back.

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Although the speaker might be literally going back to somebody in this case it is more important that the speaker will see him and tell him about it. It is worth mentioning that as the person is probably very important in the context the pronoun he is used twice in the target text. vzniknout Giustiniana's friendship with Querini went back to the 1750s, but in those days her heart had belonged entirely to Andrea. Translated into Czech in the InterCorp as: Giustinianino ptelstv s Querinim vzniklo ji v padestch letech, ale tenkrt jej srdce patilo zcela Andreovi. The translation vzniknout substitutes the more exact translation sahat do which in the Czech language does not collocate with the noun ptelstv. lett Would you rather go back to Bologna? Translated into Czech in Kacenka 2 as: Chtl byste snad radji lett zase na Bolou? This translation illustrates the tendency in Czech to specify which means of transport is used during the activity of going back or going again (according to the context). jt k - Pearson had gone back to his desk and picked up the telephone. Translated into Czech in the InterCorp as: Pearson el ke svmu stolu a zvedl sluchtko telefonu. In this case the translator used a more general term and did not focus on the meaning of the particle back. Generally, when speaking of motion, the translators tend to follow two strategies when they have to modulate the exact translation: they concentrate on the motion itself as in jt k or dojt si pro or vyrazit do in cases where they do not consider important the fact that the person is going back somewhere but are interested in the activity itself or they concentrate on the meaning of the particle back and choose a Czech verb according to it together with the Czech verb zpt as in jt zpt or odvzt zpt.

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The fact that the Czech language allows the speaker to combine many verbs with the adverb zpt thus provides many modulations of the verbs vrtit se or jet zpt.

Translations / Corpora and the number of PV occurrences IC (510)

vrtit/vracet se znovu (zase) nco dlat sahat (do minulosti) jt zpt jt za odjet jet zpt pokraovat v zat nco dlat nco dl dlat vydat se zptky vzniknout bt zpt lett mt koeny odltnout zpt jt zptky jt do koly jt k odejt zptky vystoupit dostat se zpt zajt do vytratit se zpt jet s spadat do udlat krok zpt vzat se k uchlit se k bt open o zkuenosti zajt do pejt zptky na zavst dl tkat rozjet se do trvat zajet zpt pehrvat si dostavit se bt na cest zptky dojt si pro couvnout vyrazit do 243 18 14 0 4 7 5 4 4 3 3 3 2 0 2 2 2 2 2 2 2 2 1 2 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

K1 (93) 52 0 0 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

K2 (108) 43 0 0 3 7 2 3 0 0 0 0 0 1 3 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total (711) K1+K2+IC 338 18 14 12 11 9 8 4 4 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

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1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 0 1 1 0 0 1 1 0 0 1 1 361 67 66 494 Table 7 A list of translations of the verb go back by a Czech verb. The highlighted verbs are not lexicographic equivalents. Note: IC = InterCorp, K1 = Kacenka, K2 = Kacenka 2

ozvat se zmizet v pokoji znt se od odvzt zpt pustit se do odthnout bt star doprovodit pejt objevit se dovzt navrtit se zamit zpt spchat zpt jt nco dlat pustit nkoho dom vzt zptky pijt pro vypravit se zptky thnout zpt jt jet jednou

Table 8 lists semantic categories and corresponding translations from the Czech dictionaries. No exact corresponding translations were found in the dictionaries for the following two semantic categories: have known each other for a long time and when classes begin again at school. However, this might be caused by the fact that in the Czech language some more general verbs can be used: e.g. vrtit se do koly to express the meaning when classes begin again at school). In contrast five new groups of translations could not be linked directly with the existing categories.

Semantic categories return have existed for a long time have known each other for a long time when classes begin again at school when clocks show an earlier time

Czech translations from dictionaries vrtit se, jt zptky, vracet se (k bodu jednn, ke patnm stravovacm nvykm apod.), couvnout, znovu zat nco dlat sahat (do minulosti), mt pvod kdy/kde, pochzet (z minulosti), sahat svmi koeny, datovat se od vrtit se (i do minulosti), bt nazen dozadu obv. na podzim o jednu hodinu ukonit stvku, vrtit se do prce

54

ustoupit, ustupovat zabrat prostor, sahat (nap. a k moi) bt na tom stejn jako pedtm, octnout se znovu na samm zatku, muset zat znovu od pky poruit slovo, nesplnit or nedodret slib; zradit koho; selhat (pam) Table 8 semantic categories identified in monolingual categories compared to Czech translations from dictionaries divided into semantic categories

Table 9 compares the translations from the dictionaries with the translations from the corpora. Many synonyms were found especially for the first category. These include the synonyms for the verb return which includes two more meanings: either to go back or to start doing something again. Four new synonyms were found for the meaning have existed for a long time. Surprisingly, a translation znt se od for the meaning have known each other for a long time occurred in the corpora and seems to be specific enough for this semantic category. Two occurrences were found for the semantic category when classes begin again at school. Here the translation jt do koly would be possible (in the dictionaries this semantic category is probably included under vrtit se). Regarding the new categories only one occurrence was found for the meaning break word which was vzt zptky. This semantic category seems to need further research based on more data.

Translations from dictionaries vrtit se, jt zptky, vracet se (k bodu jednn, ke patnm stravovacm nvykm apod.), couvnout, znovu zat nco dlat

sahat (do minulosti), mt pvod kdy/kde, pochzet (z minulosti), sahat svmi koeny, datovat se od -/ have known each other for a long time -/ when classes begin again at school

Translations from corpora vrtit/vracet se (338); znovu/zase nco dlat (18); jt zpt (12); odjet (9); jet zpt (8); pokraovat (4); zat nco dlat (4); nco dl dlat (3); vydat se zptky (3); bt zpt (3); odltnout zpt (2); jt zptky (2); odejt zptky (2); vytratit se zpt (2); udlat krok zpt (1); zajt do (1); pejt zptky na (1); rozjet se do (1); zajet zpt (1); pehrvat si (1); bt na cest zptky (1); couvnout (1); odvzt zpt (1); pustit se do (1); navrtit se (1); zamit zpt (1); jt nco dlat (1); vypravit se zptky (1); thnout zpt (1); jt jet jednou (1) sahat (do minulosti) (14); mt koeny (2); spadat do (1); trvat (1); bt star (1) znt se od (1) jt do koly (2)

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vrtit se (i do minulosti), bt nazen dozadu obv. Na podzim o jednu hodinu vrtit se (i do minulosti), bt nazen dozadu obv. Na podzim o jednu hodinu ukonit stvku, vrtit se do prce ustoupit, ustupovat zabrat prostor, sahat (nap. a k moi) bt na tom stejn jako pedtm, octnout se znovu na samm zatku, muset zat znovu od pky poruit slovo, nesplnit or nedodret slib; zradit vzt zptky (1) koho; selhala mi pam Table 9 comparing translations of the verb go back in the dictionaries and in the corpora. The translations which occured only in the corpora are in bold and their frequency is in brackets.

5.6

GO ON

The phrasal verb go on had the highest number of occurrences among the selected phrasal verbs (1,323 in total), which corresponds with the research by Gardner and Davies et al. (for the details see p. 20). From the total of 1,323 occurrences only 555 were translations by a Czech verb. The most frequent translation pokraovat accounts for 32 per cent of the translations by a Czech verb and the second most frequent translation dt se for 19 per cent. This corresponds with the dictionary entry in Macmillan Phrasal Verbs Plus. This dictionary lists the meanings according to the frequency of the semantic category and the first is continue happening (corresponding with the Czech pokraovat) and the second happen corresponding with the Czech dt se). Examples of some translations where the choice of the Czech verb depended on the context and thus did not fall into any of the categories in Table 2: zabvat se e.g. But, for too many pages of the biography, Mr Sherry went on and on about the 'real' people. Translation into Czech: Ale pan Sherry se na pli mnoha stranch ivotopisu stle a stle zabval skutenmi lidmi. (InterCorp). The phrase go on and on was found in the corpus and the corresponding translation is a translation of the whole phrase. provat e.g. I am talking about what is going on with you in your own life. Translation into Czech: Mm na mysli to, co prv provte. (InterCorp) In this 56

sentence the translator decided to change the subject of the sentence from 3rd person to 2nd person singular and the sentence is more natural than a literal translation (e.g. Mluvm o tom, co se s vmi dje ve vaem ivot.) would be. psobit e.g There seems to be something going on here that we still don't fully understand. Translation into Czech: Zd se, e tu psob jet nco, co stle pln nechpeme (InterCorp). In this sentence is the general translation dt se substituted by psobit as in the context a cause of a process is searched.

Translations / Corpora and the number of PV occurrences pokraovat dt se dochzet k probhat jt na doplnit dovolit si pustit se do trvat zat povdat jt dl fungovat minout postupovat zabvat se kret dl vydat se na rozprvt o provat putovat do odehrvat se stt se bet dl psobit mluvit o bt jt nco dlat potrvat opakovat se zdokonalit se jet dl

IC (876) K1(213) 124 109 22 12 19 15 10 8 5 5 0 4 4 4 1 1 3 3 2 1 2 2 2 2 2 2 2 2 1 0 0 0

K 2 (234) 28 0 13 9 0 0 0 2 1 0 4 0 0 0 1 2 0 0 0 2 0 0 0 0 0 0 0 0 1 2 2 2 28 0 4 17 2 0 2 0 1 0 1 0 0 0 2 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0

Total IC+K1+K2 (1323) 180 109 40 43 21 15 12 10 7 5 5 4 4 4 5 4 3 3 3 3 2 2 4 2 2 2 2 2 2 2 2 2

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rozsvtit se 0 0 2 2 jt za klientem 1 0 0 1 navtvovat klienty 1 0 0 1 omlat 1 0 0 1 dodat 1 0 0 1 dopravit se nkam 1 0 0 1 bavit se 1 0 0 1 bt na nohou 1 0 0 1 jt 1 0 0 1 uplynout 1 0 0 1 chytit se neho 1 0 0 1 vykldat 1 0 0 1 jet 1 0 0 1 bet 1 0 0 1 znamenat 1 0 0 1 nekonit 1 0 0 1 vystoupit v TV 1 0 0 1 pedvat 1 0 0 1 pikroit k 1 0 0 1 prohlsit 1 0 0 1 dlat dl 1 0 0 2 nepestvat nco dlat 1 0 0 1 hovoit 1 0 0 1 vydret 1 0 0 1 pesvdovat 1 0 0 1 svtit 1 0 0 1 nebrat konce 1 0 0 1 konat se 1 0 0 1 dorazit nkam 1 0 0 1 inout se 1 0 0 1 zahjit 1 0 0 1 tvrdit 1 0 0 1 vychloubat se 1 0 0 1 pejt k 1 0 0 1 mlt 1 0 0 1 prostrat se 1 0 0 1 opakovat 0 1 0 1 vypravovat 0 1 0 1 vyvjet se 0 1 0 1 dojt k 0 1 0 1 vst si 0 1 0 1 nechat na jindy 0 0 1 1 chopit se neho 0 0 1 1 provst 0 0 1 1 rozbhnout se 0 0 1 1 pijt dl 0 0 1 1 pistoupit k 0 0 1 1 404 74 67 555 Total translations Table 10 A list of translations of the verb go on by a Czech verb. The highlighted verbs are not lexicographic equivalents. Note: IC = InterCorp, K1 = Kacenka, K2 = Kacenka 2

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In Table 11 some interesting facts can be observed: 1. There are two semantic categories in the Macmillan Phrasal Verbs Plus for which there are no translations in the English-Czech dictionaries (go to another place, receive payment from the government). In the Oxford Dictionary of Phrasal Verbs five more semantic categories were identified. 2. There are many translations from dictionaries which could not be linked with any of the semantic categories proposed by monolingual dictionaries. These translations usually have a narrower sense (e.g. thnout na urit vk) or they appear to be mere modulations or translations with a shift in meaning (e.g. mt sv msto).
Semantic category continue happening happen begin an activity/state start taking a drug used for encouraging sb electricity etc:start working do sth after time: pass base an opinion on sth go to a place before sb continue travelling begin talking again talk a lot go to another place receive payment from the government be spent on sth begin performing replace another player in sport depart for a certain purpose (holiday) Czech translations from dictionaries pokraovat (s m, v em), trvat dl, vytrvat, vydret dt se, konat se, odehrvat se, probhat nastoupit do sluby ap., zat innost zat brt; zat uvat, nasadit si, upat spchat, pospit si; Do toho!, No tak! Zkuste to!, vytrvat zapnout se, naskoit, nabhnout, spustit se, zat fungovat; bt zapnut; rozsvtit se, zat tci; zase jt pot/nsledn udlat mjet, ubhnout, utkat, trvat, ubhat, minout, pokraovat, pipozdvat se, thnout, jt na, blit se, plynout oprat se o co, vychzet z eho, mt se o co opt jet, jt vpedu (naped) pokraovat, jt/jet/lett, plout dl pokraovat v ei, mluvit dl, rozpovdat se omlat co, pod vanit o em, vytrvale a nudn mluvit, pod se opakovat, vykldat, stle moc o em mluvit

jt na co (penze apod.) vystoupit, vystupovat, jt na scnu, vyslat nastoupit na hit, na zvodn drhu atd.

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mount and travel on (sth), esp as a treat vozit se na (donkey) continue without change or relief (noise, interruptions, affair ) continue by adding some new point to what has already been said or written be helped or guided by sth (eg hearsay, rumour) thnout komu (na urit vk) nijak nestt o co, nemt moc v lsce co/koho, nebt nijak naden z eho stt si, vst si, postupovat, dait se, jt to, pokroit, hnout se, pohnout se uspt, doshnout spchu vyjt, obejt se, poradit si (lid) strnout blit se nap. sum padnout, jt nasadit (bota, vko atd.), dt se navlci, nathnout vychzet nap. s tchn mt sv msto jt na co, bt vydn za co bt do koho beznadjn zamilovan (zblznn) mt spolu dobr vztahy, dobe spolu vychzet mt spch, doshnout vsledku, vst si, ponat si; dt se k Table 11 semantic categories identified in monolingual categories compared to Czech translations from the dictionaries divided into semantic categories

Table 12 compares translations from dictionaries with translation retrieved from corpora. Many synonyms were found and these are in bold in the right column. It is worth noting that some of these synonyms were quite frequent (e.g. trvat, pustit se do) and could be interesting for translators. Another outcome of this part of research is that for four semantic categories for which no corresponding translations were found in the dictionaries translations occurred in the corpora studied see Table 12.
Semantic categories without translations in the dictionaries depart for a certain purpose (holiday) continue without change or relief (noise, interruptions, affair ) continue by adding some new point to what has already been said or written be helped or guided by sth (eg hearsay, rumour) Czech translations retrieved from corpora vydat se na (3) nekonit (1) doplnit (15), dodat (1), pejt k (1), pistoupit k (1) chytit se neho (1)

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Table 12 Czech translations retrieved from corpora linked to semantic categories without translations in the dictionaries

On the other hand, many of the translations proposed by the Czech dictionaries have not been found in the corpora, which could either be caused by a limited size of the corpora used or by the fact that some of the translations in dictionaries are too context-specific.

Translations from dictionaries pokraovat (s m, v em), trvat dl, vytrvat, vydret dt se, konat se, odehrvat se, probhat nastoupit do sluby ap., zat innost

Translations from corpora pokraovat (180), trvat (7), potrvat (2), dlat dl (2), nepestvat nco dlat (1), vydret (1), nebrat konce (1) dt se (109), dochzet k (40), probhat (43), odehrvat se (2), stt se (4), konat se (1) pustit se do (10), zat (5), jt nco dlat (2), pikroit k (1), zahjit (1), chopit se (1), rozbhnout se (1)

zat brt; zat uvat, nasadit si, upat spchat, pospit si; Do toho!, No tak! Zkuste to!, vytrvat zapnout se, naskoit, nabhnout, spustit se, zat fungovat; bt zapnut; rozsvtit se, zat tci; zase jt pot/nsledn udlat mjet, ubhnout, utkat, trvat, ubhat, minout, pokraovat, pipozdvat se, thnout, jt na, blit se, plynout oprat se o co, vychzet z eho, mt se o co opt jet, jt vpedu (naped) pokraovat, jt/jet/lett, plout dl pokraovat v ei, mluvit dl, rozpovdat se omlat co, pod vanit o em, vytrvale a nudn mluvit, pod se opakovat, vykldat, stle moc o em mluvit

fungovat (4), rozsvtit se (2), svtit (1)

jt na (21), minout (4), uplynout (1), bet (1), inout se (1), dojt k (1)

jt dl (4), kret dl (3), bet dl (2), jet dl (2), jt (1), jet (1) povdat (5), bavit se (1) rozprvt o (3), mluvit o (2), opakovat se (2), omlat (1), vykldat (1), prohlsit (1), hovoit (1), pesvdovat (1), mlt (1), opakovat (1), vypravovat (1) putovat do (2), dorazit nkam (1) dovolit si (12) vystoupit v TV (1) vydat se na (3) nekonit (1) doplnit (15), dodat (1), pejt k (1), pistoupit k (1) chytit se neho (1)

go to another place receive payment from the government jt na co (penze apod.) vystoupit, vystupovat, jt na scnu, vyslat nastoupit na hit, na zvodn drhu atd., depart for a certain purpose (holiday) vozit se na continue without change or relief (noise, interruptions, affair ) continue by adding some new point to what has already been said or written be helped or guided by sth (eg hearsay, rumour) thnout komu (na urit vk) nijak nestt o co, nemt moc v lsce co/koho, nebt nijak naden z eho stt si, vst si, postupovat, dait se, jt to, pokroit, hnout se, pohnout se uspt, doshnout spchu

postupovat (5), vst si (1)

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vyjt, obejt se, poradit si (lid) strnout blit se nap. sum padnout, jt nasadit (bota, vko atd.), dt se navlci, nathnout vychzet nap. s tchn mt sv msto jt na co, bt vydn za co bt do koho beznadjn zamilovan (zblznn) mt spolu dobr vztahy, dobe spolu vychzet mt spch, doshnout vsledku, vst si, ponat si; dt se k Table 13 comparing translations of the verb go back in the dictionaries and in the corpora. The translations which occurred only in the corpora are in bold and their frequency is in brackets.

5.7

PICK UP

In Table 14 the translations for the phrasal verb pick up by a Czech verb are listed. A total of 742 occurrences of the phrasal verb pick up were found in the corpora studied which were translated by a Czech verb 615 times. 137 different verbs were used for these translations, which is the highest number when compared with other phrasal verbs studied. The most common translation was zvedat, which occurred 111 times (accounting for ca. 18 per cent of the translations by a Czech verb). When finding the right Czech expressions for the verb to pick up, translators often choose the following strategies: they follow the meaning of grasping an object similar to the commonly used translation sebrat, uchopit. These include for example brt (According to one legend, every morning she would pick up a mirror and sit down to draw. Translated in the InterCorp as: Podle jedn legendy kad rno brala zrcadlo a usedala k malovn.) or ovinout chobotem (One day, my great-grandpa led his elephants down to the river for a bath, and one of them picked him up with its trunk and threw him in the air. Translated into Czech in the InterCorp as: Praddeek byl drezr slon, a kdy vzal jednou svoje svence k ece, aby se mohli vykoupat, ten nejvt, jmenoval se Caesar, ho ovinul chobotem a vyhodil

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do vzduchu. In this case the shift in meaning is obvious but the underlying principle of grasping something is present. It also corresponds with the meaning of the particle up (for more about the meanings of the particle up see p. 8). or they follow the meaning of perception e.g. zachytit (The wild sow heard his moan and moved away in a new direction, where I could see her walking back and fourth in the distance, probably trying to pick up my scent. Translated into Czech in the InterCorp as: Samice ho uslyela a poodela o kus dl. Vidl jsem, e se prochz sem a tam, zejm se snaila zachytit mj pach.) or a more specific vyenichat (They seemed to pick up some scent, and they searched the ground for a while near the place where you halted. Translated into Czech in Kacenka 2 as: Zdlo se, e nco vyenichali, a chvl prohledvali pdu u msta, kde jste se zastavili.) or they opt for the meaning of the verb choose e.g. vybrat si (If the widow had any taste, she might surely pick up some better fellow than that. Translated into Czech in Kacenka as: Kdyby ta vdova mla jen trochu vkusu, jist by si dovedla vybrat nkoho lepho, ne je tenhle chlap!)

More examples of variants are listed in Table 14 which compares translations from dictionaries with the occurrences found in corpora. The description above only illustrated the strategies that the translators might use when translating the phrasal verb pick up.
Translations / Corpora and the number of PV occurrences IC (582) K1 (44) zvedat 111 vyzvednout 53 sebrat 42 vzt 49 uchopit 22 zachytit 23 Total K2 (116) IC+K1+K2(742) 0 111 6 60 16 58 4 57 3 28 0 26

0 1 0 4 3 3

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zvednout nabrat brt pochytit shnout po posbrat popadnout sbalit zdvihnout sbrat naloit (do auta) odvzt vyrazit z zastavit se pro zvyovat/zvit drapnout hradit chopit se chytit nco koupit pokraovat pijt k shbnout se pro stavit se pro vybrat si vythnout zapnout se zskat zrychlit dojet pro chytit se neho jet pro lznout nakoupit nauit se odnst pozvednout pevzt pijt si na pinst pivzt z tahat za ulovit vybrat vzt s sebou vzt si zaznamenat zjistit zvedat zvednout se balit ctit

2 12 7 9 10 9 5 7 0 3 3 3 0 3 4 1 3 3 2 1 3 2 2 1 3 3 3 3 3 1 2 0 0 0 2 2 2 2 0 1 2 0 0 1 2 0 2 2 2 2 1 1

7 0 1 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 2 2 0 0 0 0 0 0 0 0 0

10 0 2 0 0 0 3 1 7 3 2 0 4 0 0 2 0 0 1 1 0 0 0 2 0 0 0 0 0 1 0 1 2 2 0 0 0 0 2 1 0 0 0 1 0 2 0 0 0 0 0 0

19 12 10 10 10 9 8 8 7 6 5 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1

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dt se dohromady dt se po dt vci dohromady dojt si pro dolehnout doplovat souvislosti dostat dozvdt se dret hbat se chpat se neho chytat nabalit si nadzvednout najt najt si najt uplatnn nathnout se pro navzat odebrat odevzdat odjet pro odstranit ohmatat osvojit ovinout chobotem platit podat pojdat postehnout poznat pejmat pepnout na zznamnk pijet pro pijmat pijt si pro pijmout pinet rozeznvat sebrat se shrbnout schrastit splait stihnout stisknout pjem uklzet uzvednout vnmat vybrat vyenichat vydlat vyhmtnout

0 0 1 0 1 1 1 0 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 0 1 1 1 0 0 0 0 0 1 1 0 1 1 0 0 1

0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0

1 1 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 1 1 1 0 0 0 0 1 0 0 1 1 0

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

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1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 0 1 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 486 36 93 615 Table 14 A list of translations of the verb pick up by a Czech verb. The highlighted verbs are not lexicographic equivalents. Note: IC = InterCorp, K1 = Kacenka, K2 = Kacenka 2

vypjit vyzvedvat zaclovat zat zadret zachycovat zajet pro zakoupit zaltat zaslechnout zathnout zatkat zavtit zefektivnit zeslit zskvat zvolit

In Table 15 translations from the Czech dictionaries are linked to semantic categories proposed by the monolingual dictionaries used. In total twenty semantic categories were identified according to the monolingual dictionaries (left column). For the category put things in a tide place no matching translation was found. Five more categories were identified in the Czech dictionaries.
Semantic Category Translations zvednout se, posbrat se, sebrat se, postavit se, zvednout se na nohy, zdvihnout, vyzvednout, vzt koho na ruku, postavit se na nohy, zvednout telefon/sluchtko vyzvednout; zastavit se pro koho/co; pibrat cestujc, svzt pochytit, nauit se, dozvdt se, sebrat nkde nco, pijt k informaci, osvojit si, odpozorovat, dovdt se zachytit, zaznamenat, povimnout si, rozpoznat (rys, trend apod.), vimnout si eho, zaregistrovat co; zachytit (pach, stopu apod.); pochytit; zaslechnout navzat na, pokraovat v em; napojit se nap. na ztracenou stopu; motor naskoit, auto rozjet se zotavovat se, lepit se, zlepovat se, vzmhat se, oivovat se, zvetit se, zotavit se, pookt, sebrat se, postavit se na nohy; oivit se; znovu se chytit; pookt, zlepit se, oivnout, zvednout se, jt

lift sb/sth take sb in a vehicle learn/do sth new

notice sth start sth after a pause

Improve

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take sth in your hands put things in a tidy place take sb in your vehicle get an illness buy sth receive an electronic signal wind: become stronger earn money win a prize arrest sb

nahoru sebrat, zvednout, posbrat, sesbrat,vzt do ruky pibrat/nabrat pasary; svzt chytit, dostat (nemoc apod.); nakazit se m, uhnat si zskat, sehnat, pijt k nemu, obv. levn; dostat, koupit chytit, naladit (stanici, signl); zachytit zvit, nabrat, nabrat rychlost nabt, zskat; najt opt vydlvat si (ne moc), vydlat, vydlvat shrbnout (ocenn apod.), zskat (podporu), vyhrt sbalit, sebrat, zatknout, zadret, chytit (zloince) sbalit, nabalit si, klofnout, seznmit se, sptelit se, sehnat holku/chlapa na noc, narazit si, thnout to s, dt se dohromady s uklzet pokoj po dtech atd. naloit, nalodit obv. pasary z ohroen lodi na zchrannou; zachrnit zaplatit, zathnout (et); bt pipraven zaplatit et, mt se k zaplacen tu, k placen; muset zaplatit tratu

try to start a sexual relationship make a place tidy rescue (sb) from the sea pay for meals, drinks, hospitality in hotels, be responsible for paying the large-scale debts of a business or country

najt, objevit (chybu v textu) chytat, chytnout za slovo, opravovat koho vyzvednout si, vzt si nap. taxi najt stopu rozkopat krumpem Table 15 semantic categories identified in monolingual categories compared to Czech translations from dictionaries divided into semantic categories

In Table 16 the translations from the dictionaries are compared to the translations from the corpora. As could be seen in Table 14, there are many alternative translations available for the verb pick up. These alternative translations are in bold.
Translations from dictionaries zvednout se, posbrat se, sebrat se, postavit se, zvednout se na nohy, sbrat, zdvihnout, posbrat, vzt do ruky, vyzvednout, vzt koho na ruku, postavit se na nohy, zvednout telefon/sluchtko vyzvednout; zastavit se pro koho/co; pibrat cestujc, svzt Translations from corpora vzt (57); shnout po (10); zdvihnout (7); sbrat (6); chopit se (3); shbnout se pro (3); pozvednout (2); zvedat (2); zvednout se (2); nadzvednout (1); stisknout pjem (1); uzvednout (1) vyzvednout (60); nabrat (12); naloit (do auta) (5); zastavit se pro (4); stavit se pro (3); dojet pro (2); jet pro (2); pevzt (2); pivzt z (2); dojt si pro (1); odjet pro (1); pejmat (1); pijet pro (1); pijt si pro (1); vyzvedvat (1); zajet pro (1) pochytit (10), nauit se (2); zjistit (2); dozvdt se

pochytit, nauit se, dozvdt se, sebrat nkde nco, pijt k

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informaci, osvojit si, odpozorovat, dovdt se zachytit, zaznamenat, povimnout si, rozpoznat (rys, trend apod.), vimnout si eho, zaregistrovat co; zachytit (pach, stopu apod.); pochytit; zaslechnout navzat na, pokraovat v em; napojit se nap. na ztracenou stopu; motor naskoit, auto rozjet se zotavovat se, lepit se, zlepovat se, vzmhat se, oivovat se, zvetit se, zotavit se, pookt, sebrat se, postavit se na nohy; oivit se; znovu se chytit; pookt, zlepit se, oivnout, zvednout se, jt nahoru sebrat, zvednout, posbrat, sesbrat -/ put things in a tidy place pibrat/nabrat pasary; svzt chytit, dostat (nemoc apod.); nakazit se m, uhnat si zskat, sehnat, pijt k nemu, obv. levn; dostat, koupit chytit, naladit (stanici, signl); zachytit zvit, nabrat, nabrat rychlost nabt, zskat; najt opt, nabt opt; vydlvat si (ne moc), vydlat, vydlvat shrbnout (ocenn apod.), zskat (podporu); zskat, vyhrt sbalit, sebrat, zatknout, zadret, chytit (zloince) sbalit, nabalit si, klofnout, seznmit se, sptelit se, sehnat holku/chlapa na noc, narazit si, thnout to s, dt se dohromady s uklzet pokoj po dtech atd. naloit, nalodit obv. pasary z ohroen lodi na zchrannou; zachrnit zaplatit, zathnout (et); bt pipraven zaplatit et, mt se k zaplacen tu, k placen; muset zaplatit tratu najt, objevit (chybu v textu), najt chybu chytat, chytnout za slovo, opravovat koho vyzvednout si, vzt si nap. taxi najt stopu rozkopat krumpem

(1); osvojit si (1); zaslechnout (1) zachytit (26); zaznamenat (2); chytat (1); postehnout (1); vnmat (1); zachycovat (1) pokraovat (3); navzat (1); zat (1) dt se dohromady (1); dt vci dohromady (1); sebrat se (1) zvednout (19), zvedat (111); sebrat (58); uchopit (28); posbrat (9); popadnout (8); sbalit (8); drapnout (3); chpat se (1); nathnout se pro (1) odvzt (4); chytit nco (3) koupit (3), pijt k (3); zskat (3); nakoupit (2); dostat (1); zakoupit (1) pijmat (1); pijmout (1); rozeznvat (1) zvyovat, zvit (4); zrychlit (3); zeslit (1) vyrazit z (4), pijt si na (2); vydlat (1); zskvat (1) shrbnout (1) vyhmtnout (1); zadret (1); zatkat (1) ulovit (2); balit (1); nabalit si (1); schrastit (1); splait (1) uklzet (1) vythnout (3); hradit (3); platit (1); zaclovat (1); zaltat (1); zathnout (1)

vzt si (2) dt se po (1)

vybrat si (3), vybrat (2), vybrat (1); zvolit (1) zapnout se (3) odnst (2) ohmatat (1) Table 16 comparing translations of the verb pick up in the dictionaries and in the corpora. The translations which occurred only in the corpora are in bold and their frequency is in brackets.

5.8

SET UP

Table 17 shows the results of the search for the phrasal verb set up in the InterCorp, Kacenka, and Kacenka 2 parallel English-Czech corpora. The total number of search

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results was 333. After a manual selection 199 corresponding translations of the phrasal verb into Czech by a verb were found. There are several translations by a Czech verb which are worth commenting on. The Czech translation umstit occurred five times in the Intercorp. The translation umstit does not fall into any of the semantic categories retrieved from the dictionaries used (see Table 18) and neither did any of the dictionaries list this translation. There is a shift in meaning in translations from the InterCorp. E.g. Here was a perfect opportunity to film, so we approached the nest cautiously and John set up the camera about six feet away. Translation into Czech: Tahle phoda nm poskytla vynikajc pleitost k filmovn. Opatrn jsme se piblili k hnzdu a John umstil ve vzdlenosti zhruba dvou metr kameru.) (InterCorp) In this case a more accurate translation could be nainstalovat, pipravit. This shift in translation might have been caused by the context and by the need for synonyms in the translated text. Other highlighted verbs (which are either modulations or they have a shift in meaning) occurred only once.
Translations / Corpora and the number of PV occurrences zdit, zizovat zaloit (si) postavit usadit ustavit vytvoit nainstalovat, instalovat pipravit vzniknout zakldat zadit umstit organizovat vybudovat zat (nco dlat) zavst dojednat sestavit Total IC+K1+K2 (333) 22 14 9 7 7 7 6 6 6 6 6 5 4 4 4 4 3 3

IC(212) 19 12 8 4 7 7 3 5 6 6 4 5 2 4 1 3 3 1

K1 (89) 1 2 1 1 0 0 2 0 0 0 1 0 0 0 3 0 0 0

K2 (32) 2 0 0 2 0 0 1 1 0 0 1 0 2 0 0 1 0 2

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propuknout domluvit nco rozbt tbor stt stavt utboit se zadit si spustit (kik) upevnit budovat dt do dvat dohromady dlat z dohodnout dopovat dostat se jt na volnou nohu chtt aby naaranovat naladit na naplnovat narafiit nastavovat na nastolit nastrait otevt poloit poskytnout postarat se posunout se pout prostt provdt provst petoit (termostat) rozmstit (milice) sestavit seznmit stt se nm svst dohromady ubytovat udlat ujasnit si nco usdlit se vehnat se do vykonvat vymyslet vypracovat vyvinout vznikat zabvat se zahajovat

0 2 1 1 2 2 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

3 0 0 0 0 0 0 2 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

3 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

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zapojit 1 0 0 1 zopakovat 1 0 0 1 vyszet (polygraf.) 0 1 0 1 samostatn dlat 0 1 0 1 rozloit 0 1 0 1 zavt 0 1 0 1 provolat slvu 0 1 0 1 vnovat se podnikn 0 1 0 1 ponout 0 1 0 1 rozvetit se 0 1 0 1 vyjednat 0 0 1 1 dosadit 0 0 1 1 rozloit 0 0 1 2 zpsobit 0 0 1 1 Total 151 26 19 199 Table 17 A list of translations of the verb set up by a Czech verb. The highlighted verbs are not lexicographic equivalents. Note: IC = InterCorp, K1 = Kacenka, K2 = Kacenka 2

In the left column of Table 2 the semantic meanings retrieved from the monolingual dictionaries are listed. The meaning in italics was not present in Macmillan Phrasal Verbs Plus and was only in the Oxford Dictionary of Phrasal Verbs. The Czech translations in the right column which are in bold do not belong to any of the semantic categories. Thirteen new groups were created based on English-Czech dictionaries.

Semantic category

start a business etc organize or plan sth build sth make an equipment ready to use make sth happen

make sb feel good make people blame sb wrongly give sb money for a business/house help people start a relationship

Czech translations usadit se, etablovat se (v oboru, oblasti apod.), zdit, vybavit,zbudovat (provozovnu apod.), zaloit (si) (podnik apod.); uvst (se); otevt, postavit se na vlastn nohy vytvoit, zorganizovat, zaloit, ustavit, pipravit, uspodat co, udlat ppravy na co; zadit; ustanovit; dohodnout; sestavit, podat postavit, vztyit, sloit, sestavit, rozbt nastavit, sedit, nainstalovat, pipravit k provozu, instalovat, smontovat, sesadit vytvoit, vyvolat, zpsobit, navodit, zpsobit Pipravit, nastartovat, naladit koho na co, postavit na nohy koho, poslit, nabudit koho ped m, dt nkoho dohromady, do podku, zotavit nkoho, postavit nkoho na nohy narafiit to na nkoho, falen obvinit, naknout, osoit, oernit, nalit, shodit, hodit, svst nco na nkoho, falen koho obvinit zavst do podnikn, pomoci komu zadit podnik, poskytnout komu co, sehnat komu co

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vyvolat, vydat, vydvat hlasit zvuk, zdvihnout, make a noise spustit nap. pokik (sport) achieve a new record speed, time, distance vytvoit, ustanovit (nov rekord) etc in sporting event ustavit, dosadit (do funkce apod.); stanovit jako, navrhnout na kandidta vypracovat, zaloit (teorii apod.), pijt se svou teori zathnout, zaplatit, vzt (rundu apod.) szet/vyszet (polygraf.) ivit se (podniknm), bt pi penzch, mt jist postaven, bt na tom dobe, mt zajitnou existenci zsobit vystavit, zveejnit, vylepit bolest, infekce napadat, zasahovat st tla vydvat se, povaovat se, mt se nap. za male, povaovat se pipravit skleniky, pit upravit nm. uthnout, pithnout, napnout lana pedkldat (spolehliv) Table 18 semantic categories identified in monolingual categories compared to Czech translations from dictionaries divided into semantic categories

Table 19 compares translations from dictionaries with translations from the corpora studied. The translations are divided according to Table 18 for better orientation. The verbs in bold in the right column indicate the translations which were found in a corpus but not in any dictionary. There are several results which are worth noting: Whereas the Czech dictionaries did not provide any translation with the meaning help people start a relationship there were two translations in the corpora: seznmit and svst dohromady. The translation prostt from corpora is a term which is more general and might be more suitable for including in dictionaries than the rather specific pipravit skleniky/ pit. For most of the new categories (9 out of 13) from the Czech dictionaries, which could not be included in any of the categories from monolingual dictionaries, there was no corresponding Czech translation. 72

In the Czech resources a new semantic category was identified. The Czech translation szet/ vyszet is used in polygraphy. This translation was not present in any of the monolingual dictionaries studied.

Czech translations from dictionaries usadit se, etablovat se (v oboru, oblasti apod.), zdit, vybavit,zbudovat (provozovnu apod.), zaloit (si) (podnik apod.); uvst (se); otevt, ustavit; vytvoit, postavit se na vlastn nohy

vytvoit, zorganizovat, zaloit, ustavit, pipravit, uspodat co, udlat ppravy na co; zadit; ustanovit; dohodnout; sestavit, podat postavit, vztyit, sloit, sestavit, rozbt

nastavit, sedit, nainstalovat, pipravit k provozu, instalovat, smontovat, sesadit vytvoit, vyvolat, zpsobit, navodit, zpsobit pipravit, nastartovat, naladit koho na co, postavit na nohy koho, poslit, nabudit koho ped m, dt nkoho dohromady, do podku, zotavit nkoho, postavit nkoho na nohy narafiit to na nkoho, falen obvinit, naknout, osoit, oernit, nalit, shodit, hodit, svst nco na nkoho, falen koho obvinit zavst do podnikn, pomoci komu zadit podnik, poskytnout komu co, sehnat komu co -/ help people start a relationship vyvolat, vydat, vydvat hlasit zvuk, zdvihnout, spustit nap. pokik vytvoit, ustanovit (nov rekord) ustavit, dosadit (do funkce apod.); stanovit jako, navrhnout na kandidta vypracovat, zaloit (teorii apod.), pijt se svou teori zathnout, zaplatit, vzt (rundu apod.) szet/vyszet (polygraf.) ivit se (podniknm), bt pi penzch, mt jist postaven, bt na tom dobe, mt zajitnou existenci zsobit vystavit, zveejnit, vylepit bolest, infekce napadat, zasahovat st tla vydvat se, povaovat se, mt se nap. za male, povaovat se pipravit skleniky, pit

Translations from corpora zdit, zizovat (22); zaloit (si) (14); usadit se (7); zakldat (6); vybudovat (4); zat nco dlat (4); vzniknout (2); zadit si (2); budovat (1); jt na volnou nohu (1); otevt (1); stt se nkm (1); vykonvat (1); vznikat (1); zabvat se (1); zahajovat (1); samostatn dlat (1); ponout nco dlat (1) ustavit (7); vytvoit (7); zadit (6); organizovat (4); dojednat (3); domluvit nco (2); dvat dohromady (1); dohodnout (1); naplnovat (1); vymyslet (1); vypracovat (1); vyvinout (1); vyjednat (1) postavit (9); sestavit (3); rozbt (2); stt (2); stavt (2); utboit se (2); upevnit (2); naaranovat (1); poloit (2); rozmstit (1); sestavit (1); usdlit se (1); rozloit (1); rozloit (2) instalovat, nainstalovat (6); pipravit (6); nastavovat (1); petoit (termostat) (1), umstit (6) zpsobit (1) naladit na (1); postarat se (1)

narafiit (1); nastrait (1) zavst (4) seznmit (1); svst dohromady (1) spustit kik (2); zavt (1); provolat slvu (1); rozvetit se (1), propuknout (3) dosadit (1)

vyszet (1) vnovat se podnikn (1)

prostt (1)

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upravit nm. uthnout, pithnout, napnout lana pedkldat (spolehliv) Table 19 comparing translations of the verb pick up in the dictionaries and in the corpora. The translations which occurred only in the corpora are in bold and their frequency is in brackets.

5.9

Data Analysis and Conclusions

This subchapter deals with the results of the practical part of the thesis. Two of the three proposed hypotheses were verified, one was refuted. H1: English-Czech dictionaries provide only a small number of phrasal verbs meanings. The comparisons of the meanings in bilingual English-Czech dictionaries with monolingual dictionaries show that the Czech dictionaries studied usually include most of the semantic categories which are present in the monolingual dictionaries investigated and often add some more (see Tables 5, 8, 11, 13, and 15). Thus, this hypothesis was refuted. H2: English-Czech dictionaries do not sort their meanings according to the frequency of the meanings of phrasal verbs. None of the bilingual dictionaries studied stated that the translations were arranged according to the frequency of meanings of phrasal verbs. The only English-Czech dictionary of phrasal verbs which was studied sorts the meanings alphabetically. In Web MetaTrans it is not possible to observe any rules for ordering the Czech translations. The Velk anglicko-esk slovnk (LEDA 2006) and Lexicon 5 Platinum dictionaries are more complex and in their entries they follow some kind of division of translations according to the semantic category. However, no sorting rules are mentioned or are observable. This hypothesis was verified. H3: English-Czech dictionaries of phrasal verbs do not provide more meanings or more complete information on phrasal verbs than other bilingual dictionaries.

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When comparing the general dictionaries to the Vodika dictionary of phrasal verbs there where no significant differences regarding the number of meanings listed. Moreover, this dictionary does not provide any illustrative sentences for the meanings of phrasal verbs, which is the major drawback of his dictionary. The general dictionaries (Velk anglicko-esk slovnk LEDA 2006 and Lexicon 5 Platinum) are more informative. Web MetaTrans allows translators to click on the searched term and display the semantic categories as proposed by WordNet. Users of Masaryk University computers may also use word sketches with sentences from the BNC to check the meanings. This online tool allows using both tools described in this thesis a dictionary and a corpus simultaneously. This hypothesis was verified.
Number of translations / occurrences Number of semantic categories Phrasal verbs Corpora Bilingual dictionaries Corpora Bilingual dictionaries carry out 34 / 205 16 4 5 go back 65 / 711 25 5 9 go on 79 / 1323 97 16 31 pick up 137 / 742 116 25 24 set up 84 / 333 98 14 23 Total 399 352 64 92 Table 20 Overview of total numbers of translations / occurrences and semantic categories

Table 20 summarizes the results of the research and pinpoints the differences between the individual phrasal verbs. Although the total number of translations in the dictionaries is still lower than the number of translations retrieved from the corpora, the verbs go on and set up feature a bigger number of translations and semantic categories in the dictionaries (N.B. the number includes all the bilingual dictionaries). This fact may be linked to the general frequency of occurrence of the verbs in question, according to the article by Gardner and Davies (2007). The strikingly lower number of semantic categories in the corpora may be due to the fact that the range of genres in the corpora was limited.

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The aim of the practical part of this thesis was also to provide inspiration for translators, regarding the use of dictionaries and corpora for translating phrasal verbs. The tips are given in the following subchapter. 5.10 Practical Tips for Translating Phrasal Verbs The aim of this subchapter is to help find the most appropriate translation of a phrasal verb. On the basis of the results of the practical part the following strategy is suggested: 1. Try to find the most appropriate translation in an English-Czech dictionary. If you are looking for a common meaning of the phrasal verb you are very likely to find it in all dictionaries (e.g. vrtit se for the verb go back). In some dictionaries (e.g. Velk anglicko-esk slovnk LEDA 2006, Lingea Lexicon 5 Platinum) you can find illustrative sentences which will help you decide whether the translation suits your needs. 2. If you do not find a suitable translation in dictionaries, try looking up the phrasal verb in parallel corpora (e.g. InterCorp, Kacenka or Kacenka 2). This allows you to observe the phrasal verb in various contexts and with various types of texts. However, corpora include various translations (which might not always be absolutely correct), modulations and translations with a shift in meaning. You can also encounter many synonyms from which some might be more suitable for your translation than a translation from a dictionary would be. 3. If you do not manage to find the translation in a corpus, try to look up the meanings of the phrasal verb in a monolingual dictionary of phrasal verbs (e.g. Macmillan Phrasal Verbs Plus where the meanings are clearly highlighted) and create a new translation. You can either check the meaning of the particle (for meanings of particles see pp. 8-12) or the meaning of the verb. To see how translators use these strategies read the subchapter on the phrasal verb go back

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(pp. 51-56). You can also choose a verb, which is more specific or more general than the original.

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Conclusion The aim of this thesis was to introduce the concept of phrasal verbs and examine and assess the suitability of the tools available for investigating English phrasal verbs and their translations into Czech. Given the fact that the practical part of the thesis included many resources, it was necessary to provide their description in the theoretical part of the thesis. The first chapter defines the term phrasal verb and other commonly used terms, describes their characteristic features and explains how the meaning of particles can help understand the meaning of the whole verb. The second chapter then goes on to explain the syntactic behaviour of transitive, intransitive and both transitive and intransitive phrasal verbs. This is especially important for identifying phrasal verbs in texts. In the second chapter, the most frequent phrasal verbs are listed, as specified by Gardner and Davies (2007), as well as by Trebits (2009). In the third chapter, the term dictionary is introduced. Monolingual and bilingual dictionaries which are used in the practical part of the thesis are described. In the fourth chapter, the term corpus is defined. Types of corpora are outlined and some corpora projects are presented to help the reader understand the benefits of using various kinds of corpora, parallel corpora InterCorp, Kacenka and Kacenka 2 in particular. The practical part of this thesis aims to examine the tools Czech speakers have at their disposal for translating English phrasal verbs. The study included the five most frequent phrasal verbs according to Gardner and Davies (carry out, go back, go on, pick up, set up). At first corpora were searched and translations of phrasal verbs by Czech verbs were identified and their frequencies were counted. Then the phrasal verbs were looked up in monolingual and bilingual dictionaries. Semantic categories were created

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according to the monolingual dictionaries and compared to (or occasionally supplemented by) the meanings of groups of translations found in the bilingual dictionaries. Finally, the Czech translations were compared to the translations retrieved from the corpora. The results of the research indicate that Czech translators can benefit from all tools examined. The bilingual dictionaries are useful, especially if a commonly used meaning of a phrasal verb is used in English. Nevertheless, none of the bilingual dictionaries studied is based on the frequency of phrasal verb meanings and therefore it might take longer to go through the various possible translations. For this reason, the general dictionaries Velk anglicko-esk slovnk LEDA 2006 and Lingea Lexicon 5 Platinum are the most suitable as they usually provide semantic categories of meanings or some context for the translations at the beginning of a line and the verbs are grouped according to their meanings. Vodika lists the meanings according to their deductibility or non-deductibility. In the Web MetaTrans no obvious system in ordering the translations into Czech was found. The main benefit of parallel corpora is the variety of translations and their synonyms and the possibility to check the context. Thus, the idea of the Web MetaTrans project seems to be heading towards an ideal tool for the translator which would consist of semantic groups of translations that would be arranged according to their frequency, and, at the same time, making it possible to search parallel corpora according to the semantic category of a particular translation. But developing such a tool would definitely be time-consuming and expensive. Therefore a subchapter called Practical Tips for Translating Phrasal Verbs is included, in which a procedure describing the search for the most suitable translations of phrasal verbs is suggested.

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In conclusion, it can be said that although there is currently no English-Czech dictionary of phrasal verbs best suited for translators, there are many tools which can help them find the correct Czech equivalents. Further research is necessary to verify the current results since the scope of the present research is not sufficient. Larger parallel corpora and more sophisticated tools and methods in devising search strategies and analysing their results, such as including non-verbal equivalents or zero translations should be applied. A comparison of the frequency of phrasal verbs used in texts translated into English as compared with the present study, which included translations into Czech only, might also be interesting.

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Bibliography Printed Sources Alexander, L.G. (1988) Longman English Grammar. New York : Longman Group UK Limited. Anderson, Wendy and John Corbett (2009) Exploring English with Online Corpora. Oxford : Palgrave Macmillan. Bowker, Lynne, and Jennifer Pearson (2002) Working with specialized language: a practical guide to using corpora. London: Routledge. Cowie, Anthony Paul and Ronald Mackin (1993) Oxford dictionary of phrasal verbs. Oxford : Oxford University Press. Fletcher, Bryan (2005). Register and Phrasal Verbs.In: Rundell, Michael (ed.) (2005) Macmillan Phrasal Verbs Plus. Oxford : Macmillan Education, LS13-LS15. Flower, John (2002) Phrasal Verb Organiser with Mini-dictionary. Boston : Thomson Heinle. Greenbaum, Sidney and Randolph Quirk (1990) A students grammar of the English language. Harlow : Longman. Kraus, Kamil (2002) Jak zachzet s anglickmi slovesy. Praha : Olympia. Maxwell, Kerry (2005). New Phrasal Verbs. In: Rundell, Michael (ed.) (2005) Macmillan Phrasal Verbs Plus. Oxford : Macmillan Education, LS24-LS26.F Michael Rundell (ed.) (2005) Macmillan Phrasal Verbs Plus. Oxford : Macmillan Education.

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Moon, Rosamund (2005).Methaphor and Phrasal Verbs. In: Rundell, Michael (ed.) (2005) Macmillan Phrasal Verbs Plus. Oxford : Macmillan Education, LS5-LS9. Potter, Elizabeth (2005) The Syntactic Behaviour of Phrasal Verbs.In: Rundell, Michael (ed.) (2005) Macmillan Phrasal Verbs Plus. Oxford : Macmillan Education, LS2-LS4. Povey, Jane (1990) Phrasal Verbs and How to Use Them. Moskva : Izdatelstvo "Vysaja kola". Radolph Quirk et al. (1974) A Grammar of Contemporary English. London : Longman. Sroka, Kazimierz A. (1972) The Syntax of English Phrasal Verbs. The Hague : Mouton & Co. N.V. ulc, Michal (1999) Korpusov lingvistika : Prvn vstup. Praha : Univerzita Karlova v Praze. Vodika, Luk (2002) Anglicko-esk slovnk frzovch sloves. Praha : Prh.

Electronic Sources British National Corpus (BYU-BNC). 28 November 2010 http://corpus.byu.edu/bnc/ British National Corpus. 28 November 2010. http://www.natcorp.ox.ac.uk esk nrodn korpus. 28 November 2010. http://ucnk.ff.cuni.cz/ Corpus of Contemporary American English (COCA) <http://www.americancorpus.org/>. 28 November 2010. Corpus of Contemporary American English (COCA). 28. November 2010 http://www.americancorpus.org/. Dempsey, Kyle B. et al. Using Phrasal Verbs as an Index to Distinguish Text Genres. 2007. 28 November 2010. http://www.aaai.org/Papers/FLAIRS/2007/Flairs07-044.pdf

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Fronek, Josef. Velk anglicko-esk (a esko-anglick) slovnk elektronick verze pro PC. 28 November 2010. Leda: 2006. Gardner, Dee and Mark Davies (2007). Pointing Out Frequent Phrasal Verbs: A Corpus-Based Analysis. 18 September 2010 TESOL QUARTERLY Vol. 41, No. 2 June 2007. 339359. http://www.ingentaconnect.com/content/tesol/tq/2007/00000041/00000002/art00005/ Intercorp. 28. November 2010. http://www.korpus.cz/intercorp/?lang=en KAA: K2 Faculty of Arts MU. 2009. 28 November 2010.

http://www.phil.muni.cz/wkaa/home/sekce-en/translation/k2/view?set_language=en KaenKa. Brno: Masaryk University, 1997. 28 November 2010. http://www.phil.muni.cz/angl/kacenka/kachna.html. KaenKa2. Brno: Masaryk University, 2002. 28 November 2010. http://www.phil.muni.cz/angl/kacenka2/ Keddie, Jamie. Introduction to corpora. 28 November 2010.

http://www.onestopenglish.com/skills/vocabulary/corpora/introduction-tocorpora/155104.article Lexicon 5 Anglick slovnk Platinum. 28 October 2010. http://www.lingea.cz/lexicon5anglicky-platinum.html Lexicon 5 Velk anglick slovnk. 28 November 2010. Lingea, 2008. Macmillan English Dictionary Corpus. 25 October 2010. http://www.macmillandictionaries.com/corpus/corpus.htm Oxford English Dictionary: The definitive record of the English language. 28 November 2010. http://oed.com/ Project Syndicate - A World of Ideas - the highest quality opinion editorial ( op-ed ) commentaries. 28 November 2010. http://www.project-syndicate.org/

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The Oxford English Corpus : Oxford Dictionaries Online. 28 November 2010. http://www.oxforddictionaries.com/page/oec Trebits, Anna (2009). The most frequent phrasal verbs in English language EU documents A corpus-based analysis and its implications. 18 September 2010. http://www.sciencedirect.com/. Web MetaTrans. 28 November 2010. http://metatrans.fi.muni.cz/

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RESUME The aim of the present thesis is to introduce the concept of phrasal verbs and to assess the suitability of available tools for studying English phrasal verbs and their translations into Czech. The thesis first presents readers with background information on phrasal verbs. The term phrasal verb is introduced and various aspects of the behaviour of phrasal verbs are described. The third chapter is devoted to a description of monolingual and bilingual dictionaries which are later used for the practical part of the thesis. Similarly, in the fourth chapter various corpora are introduced. The main objective of the practical part of the thesis is to compare and contrast data on phrasal verbs retrieved from monolingual and bilingual dictionaries and from corpora. The study deals with five most frequent phrasal verbs which were identified in a study by Gardner and Davies (2007) go on, carry out, set up, pick up and go back. Firstly, translations of phrasal verbs were retrieved from parallel corpora (InterCorp, Kacenka and Kacenka 2) and were sorted according to their frequency. Secondly, the phrasal verbs were looked up in dictionaries (both monolingual and bilingual) and semantic categories were defined. In the last phase semantic categories with Czech translations from dictionaries were compared with the Czech translations retrieved from corpora. New translations and semantic categories were identified. The research revealed the importance of all three types of tools studied (monolingual dictionaries, bilingual dictionaries and parallel corpora) for translators and for EFL speakers. The following two hypotheses were verified: English-Czech dictionaries do not sort their meanings according to the frequency of the meanings of phrasal verbs

English-Czech dictionaries of phrasal verbs do not provide more meanings or more complete information on phrasal verbs than other bilingual dictionaries. One hypothesis was not verified: English-Czech dictionaries provide only a small number of phrasal verb meanings. Last but not least, a subchapter called Practical Tips for Translating Phrasal Verbs was included, suggesting an effective procedure for looking up Czech translations of phrasal verbs.

RESUM Clem pedkldan diplomov prce je seznmit tene s problematikou frzovch sloves v anglitin a zhodnotit, zda jsou pro jejich studium a pekldn k dispozici vhodn nstroje. vod prce se zabv frzovmi slovesy a rznmi aspekty jejich pouvn v anglitin. Ve tet kapitole jsou popsny jednojazyn a dvojjazyn slovnky, kter jsou pozdji pouity ve vzkumn sti diplomov prce. tvrt kapitola pak seznamuje tene s korpusy. Hlavnm clem praktick sti diplomov prce je porovnn vsledk zskanch vyhlednm frzovch sloves v jednojazynch a dvojjazynch slovncch a v paralelnch korpusech. Studie je provedena na pti nejastjch frzovch slovesech, kter byly vybrny na zklad vzkumu Gardnera a Daviese (2007): go on, carry out, set up a go back. V prvn fzi byly v paralelnch korpusech (InterCorp, Kacenka a Kacenka 2) identifikovny peklady tchto frzovch sloves a seazeny dle frekvence. Ve druh fzi byly vyhledny peklady a vznamy ve slovncch a ureny smantick kategorie. V poslednm kroku byly k smantickm kategorim s eskmi peklady

piazeny peklady z korpus a byly srovnvny. Vsledkem je v nkterch ppadech i stanoven novch smantickch kategori. Proveden vzkum dokzal dleitost vech t typ pouvanch nstroj (jednojazynch slovnk, dvojjazyn slovnk a paralelnch korpus) pro pekladatele a uivatele anglitiny jako cizho jazyka. Byly oveny tyto hypotzy: Anglicko-esk slovnky nead vznamy frzovch sloves dle frekvence. Anglicko-esk slovnky neposkytuj vce vznam nebo komplexnj informace ne ostatn dvojjazyn slovnky. Jedna hypotza nebyla potvrzena: Anglicko-esk slovnky uvdj pouze mal poet vznam frzovch sloves. V zvru prce najdeme podkapitolu Praktick tipy pro pekldn frzovch sloves, ve kter autorka navrhuje postup pi vyhledvn eskch peklad frzovch sloves.

APPENDICES Appendix 1 Velk esko-anglick slovnk LEDA 2006

HLAVN POUIT PRAMENY Josef Fronek: Anglicko-esk slovnk, LEDA, Praha, 1996 Josef Fronek: Velk esko-anglick slovnk, LEDA, Praha, 2000 Collins English Dictionary, Millenium Edition, HarperCollins Publishers, London & Glasgow, 1999 Oxford Advanced Learner's Dictionary of Current English, Sixth Edition, Oxford University Press, Oxford, 2000 Longman Dictionary of Contemporary English, New Edition, Pearson ESL, 2003 Shorter Oxford English Dictionary, Fifth Edition, Oxford University Press, Oxford, 2002 Collins English-German Dictionary, Fourth Edition, Ernst Klett Verlag, Stuttgart, Dsseldorf, Leipzig, 1999 The Oxford Duden English-German Dictionary, Second Edition, Oxford University Press, Oxford, 1999 The Oxford-Hachette English-French Dictionary, Oxford University Press, Oxford, 2001 The Oxford Russian Dictionary, Third Edition, Oxford University Press, Oxford, 2000 Larousse English-French Dictionary, Larousse, Paris, 1993 Jonathon Green: The Cassell Dictionary of Slang, Cassel, London, 1999 Macmillan English Dictionary for Advanced Learners, International Student Edition, Bloomsberry & Macmillan Publishers Limited, Oxford, 2002 J. C. Wells: Longman Pronunciation Dictionary, Longman, London, 1990 Rosemary Courtney: Longman Dictionary of Phrasal Verbs, Longman, London, 1983 Karel Hais, Betislav Hodek: Velk anglicko-esk slovnk, Academia/LEDA, Praha, 2003 Jaroslav Peprnk: Slovnk amerikanism, SPN, Praha, 1982 Ivan Poldauf: esko-anglick slovnk, SPN, Praha, 1986 J. H. Adam: Anglicko-esk ekonomick slovnk, LEDA, Praha, 1995 Marta Chrom:

Anglicko-esk prvnick slovnk, LEDA, Praha, 1995 Patrik Ouednk: mrbuch jazyka eskho, Ivo elezn, Praha, 1992 Akademick slovnk cizch slov I, II, Academia, Praha, 1995 Slovnk spisovn etiny pro kolu a veejnost, Academia, Praha, 1994 Slovnk spisovnho jazyka eskho, Nakladatelstv eskoslovensk akademie vd, Praha, 19601971 Slovnk esk frazeologie a idiomatiky. Sv. 14, Academia, Praha, 19831994 Olga Martincov et al: Nov slova v etin. Slovnk neologizm, Academia, Praha, 1998 Olga Martincov et al: Nov slova v etin. Slovnk neologizm 2, Academia, Praha, 2004

Appendix 2 The Sources of the Czech National Corpus Written corpora (synchronic)
corpus name Size lemmatisation morphological short description (# of words) tags SYN2009PUB 700 mil. YES YES corpus of newspapers and magazines from 1995 20 07 SYN2006PUB 300 mil. YES YES corpus of newspapers and magazines from 1990 20 04 SYN2005 100 mil. YES YES balanced corpus, the most of the texts are from 2000 20 04 SYN2000 100 mil. YES YES balanced corpus, the most of the texts are from 1990 19 99 FSC2000 100 mil. YES NO modified SYN2000, source of the Frequency Dictionary of Czech KSK-DOPISY 800 000 NO NO transcriptions of handwritten correspondence from 1990 - 2004 ORWELL 80 000 YES YES Orwell's "1984", manually annotated

Spoken corpora (synchronic)

corpus name ORAL2008 ORAL2006 PMK BMK corpus name DIAKORP size (# of words) 1 mil 1 mil. 675 000 490 000 size (# of words) 1.6 mil. size (# of words) 44 mil. lemmatisation NO NO NO NO lemmatisation NO lemmatisation YES (partial) morphological tags NO NO NO NO morphological tags NO morphological tags YES (partial) short description sociolinguistically balanced corpus of informal spoken Czech corpus of informal spoken Czech Prague spoken corpus Brno spoken corpus short description corpus of the diachronic section of the CNC short description parallel corpus being compiled as a part of the InterCorp project

Diachronic corpus

Parallel corpus
corpus name InterCorp

Appendix 3 The texts available in Kacenka (http://www.phil.muni.cz/angl/kacenka/kachna.html) Literary Texts

Author Title Translator Format (see below) ____________________________________________________________________________ 1. Kipling, The Jungle Book 2. Rudyard Kniha dzungli Maixner 3. Kniha dzungli Skoumal 4. Amis, Lucky Jim 5. Kingsley Stastn Jim Mucha Full

Full

6. Lawrence, Sons and Lovers 7. D. H. Synove a milenci Wellek/Vancura Full 8. Synove a milenci Vancura/Novotna 9. Dickens, The Pickwick Papers 10. Charles Pickwickovci Tilschovi 11. Dickens, Oliver Twist 12. Charles Oliver Twist 13. Hardy, Jude the Obscure 14. Thomas Neblahy Juda Tilschovi Stankova Full Full Full Full Full 2 texts + align (Word)

15. Hardy, Tess of the d'Urbervilles 16. Thomas Tess z d'Urbervillu Stankova 17. Frost, The List of Seven 18. Mark Seznam sedmi Rambousek

19. Grahame, The Wind in the Willows 20. Kenneth Zabakova dobrodruzstvi Grimmichova 21. Fielding Tom Jones 22. Henry Tom Jones

Kondrysova orig. text in HTML, translation in Word 3 texts + an align of all three (Word) Both files for Word

23. Asimov, Reason (a short story) 24. Isaac Rozum Cerny 25. Dedukce Valina 26. Shakespeare Sonnets 27. William Sonety Macek

The following two texts were offered to us from outside. We did not add the KACENKA header or change the filenames; we just included the texts as they had reached us. 28. Everyman Word for Windows 29. Kdokoli (transl. by Pavel Drabek) 30. Orwell, 1984 George (only aligned version)

Non-literary Texts
31. Czech and English versions of a stock-market report Full

32. WHELP English and Czech versions of a SW help file text only

Appendix 4 Kacenka 2
no. jaz.
2 en 3 cz 4 en 5 cz 6 en 7 cz 8 en 9 cz 10 en 11 cz 12 en 13 cz 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

1 cz Louise Erdrichov

titul arovn s lskou Louise Erdrich Love Medicine Leslie Marmon Silkov Obad Leslie Marmon Silko Ceremony Toni Morrisonov Milovan Toni Morrison Beloved N. Scott Momaday Dm z svitu N. Scott Momaday House Made of Dawn Ken Kesey Vyhome ho z kola ven Ken Kesey One Flew over the Cuckoo's Nest Mark Frost Seznam sedmi Mark Frost The List of 7 Joseph Heller Hlava XXII

autor

en cz en cz en cz en cz en cz en cz en cz en cz en cz en

Joseph Heller Catch-22 Ernest Hemingway Fiesta Ernest Hemingway Fiesta John le Carr Smileyho lid John le Carr Smiley's People Kingsley Amis astn Jim Kingsley Amis Lucky Jim John Kennedy Toole Spolen hlupc John Kennedy Toole A Confederacy of Dunces F. Scott Fitzgerald Velk Gatsby F. Scott Fitzgerald The Great Gatsby Anita Loosov Pni maj radi blondnky Anita Loos Gentlemen Prefer Blondes Warren Miller Prezydent Krokadl Warren Miller The Cool World Ernest Hemingway Komu zvon hrana Ernest Hemingway For Whom the Bell Tolls J. R. R. Tolkien Spoleenstvo Prstenu J. R. R. Tolkien The Fellowship of the Ring

Appendix 5 Translations of phrasal verbs in bilingual dictionaries

CARRY OUT meaning - mac33 to do a particular piece of work ox34 perform, conduct sth (experiment, test lex35 provst, uskutenit (pln apod) vykonat, splnit (co) web36 vod37 le38

to do something that you make sth a reality, have said you will do or implement (obligations, that you have been told to promises etc) do

uskutenit, provst, uskutenit, provst nap. testy provst, realizovat, vykonat, provdt, uskutenit konat, vykonat, realizovat, vydit, splnit povinnosti, splnit; (job, duty) vyplnit, splnit, splovat hrozbu atd. vykonat, (duty) splnit, dostt emu; uinit emu zadost; (order) plnit, provst; vydit (obchodn) vynst, vynst ven vynst (ven), vynet vynst provozovat

GO BACK meaning - mac return ox return lex vrtit se, jt zptky web vrtit se vod vrtit se, jt zptky nap. do postele, vracet se (k bodu jednn, ke patnm stravovacm nvykm apod.) sahat do minulosti, sahat svmi koeny le vrtit se, couvnout, znovu zat nco dlat

have existed for a long time

sahat (do minulosti), mt pvod kdy/kde, pochzet (z minulosti)

pochzet z , datovat se od , sahat (do minulosti) a k

33 34

Macmillan Phrasal Verbs Plus Oxford dictionary of phrasal verbs 35 Lexicon 5 Platinum 36 Web Meta Trans 37 Anglicko-esk slovnk frzovch sloves 38 Velk anglicko-esk slovnk (LEDA 2006, Comprehensive English-Czech Dictionary

have known each other for a long time when classes begin again in school when clocks show an earlier time (of clocks and watches) be vrtit se (i do minulosti) set to an earlier time in order to allow for changing hours of daylight ukonit stvku go back on, go back (to) bt nazen dozadu obv. na podzim o jednu hodinu

ukonit stvku, vrtit se do prce ustoupit, ustupovat ustoupit, ustupovat zernat (go black?) zabrat prostor, sahat (nap. a k moi) bt na tom stejn jako pedtm, octnout se znovu na samm zatku, muset zat znovu od pky poruit slovo, nesplnit or nedodret slib; zradit koho; selhala mi pam

GO ON meaning -mac continue happening happen begin an activity/state ox continue a career etc, progress, continue (an activity or relationship) take place, occur, happen lex web vod pokraovat, vytrvat, vydret dt se, konat se le [continue] pokraovat; konat se, dt se

pokraovat (s m, v em), pokraovat trvat dl dt se, konat se, odehrvat konat se se, probhat nastoupit do sluby ap., zat innost

start taking a drug used for encouraging sb electricity etc:start working be lit

zat brt Do toho!, No tak! Zkuste to! vytrvat spchat, pospit si

[begin taking] (drug) zat uvat, nasadit si, upat [hurry] spchat, pospit si; [start to function] (LIGHTS) rozsvtit se; (HEATING) zapnout se; (WATER) zat tci; (GAS) zase jt

zapnout se, naskoit, bt zapnut, zapnout bt zapnut, zapnout se nabhnout, spustit se, zat se fungovat pot, nsledn udlat co mjet, ubhnout, utkat (as)

do sth after time: pass

pass (by) time, days

trvat, ubhat (as)

ubhnout, ubhat, mjet, minout (TIME) plynout nap. tdny, trvat, pokraovat (nap. vlka pt let), utkat, bet, ubhat, pipozdvat se, thnout, jt (nap. na destou), blit se (nap. plnoc)

base an opinion on sth go to a place before sb continue travelling continue a journey

oprat se o co, vychzet z eho jet vpedu pokraovat, jt/jet/lett, plout dl pokraovat v ei, mluvit dl omlat co, pod vanit o em, vytrvale a nudn mluvit, pod se opakovat continue a journey ahead of others begin to receive money esp from an official source (eg the dole) be spent on jt na co (penze apod.) jt dl, jet dl, pohybovat se jt, jet vpedu, naped

mt se o co opt, vychzet z eho, oprat se o co; [travel in front] jet/ jt naped;

jt, jet dl, bet, thnout se dl [walk on] jt dl; (by vehicle/ (nap. hebeny hor) ship/ plane) jet/ plout/ lett dl rozpovdat se vykldat, vytrvale mluvit, stle moc o em mluvit se opakovat

begin talking again talk a lot go to another place receive payment from the government be spent on sth

continue speaking esp. After a short pause

begin performing replace another player in sport

vystoupit, vystupovat

vystoupit na jevit nastoupit na hit, na zvodn drhu atd.,

jt na scnu, vyslat, vystoupit nastoupit na hit

depart for a certain purpose (holiday) mount and travel on (sth), vozit se na em esp as a treat (donkey) continue without change or relief (noise, interruptions, affair ) continue by adding some new point to what has already been said or written be helped or guided by sth (eg hearsay, rumour) poradit si stt si 5. [judge by sth] dit se m; Ale jdi! chovat se jak

t, chovat se, neform. chovat se chovat se zvltn, vstedn

dait se

zvl. s angl. pokraovat, stt si, vst si, postupovat, dait se, jt to, pokroit, hnout se, pohnout se uspt, doshnout spchu vyjt, obejt se, poradit si (lid) strnout blit se nap. sum

padnout

jt nasadit (bota, vko atd.)

usu neg [fit] (GLOVES, SOCKS) dt se navlci or nathnout; (SHOES)

Ale jdi!, Nekecej! Ale no tak!, Blbost!, Nesmysl! I don't believe you! thnout komu (na urit vk)

vychzet nap. s tchn Go on (with you)! Ale jdi s tm, go on! go on with you! ale b! To ti tedynevm! nepovdej!, ale jdi!, to nen Nekecej! mon!, nesmysl!, ty si (ze m) dl legraci!

mt sv msto jt na co, bt vydn za co bt do koho beznadjn zamilovan or expr zblznn mt spolu dobr vztahy, dobe spolu vychzet mt spch, doshnout vsledku [succeed in, obtain a result] vst si, ponat si; dt se k

SET UP meaning - mac start a business etc

ox

lex web usadit se, etblovat se (v zdit obchod, zaloit oboru, oblasti apod.), zdit vybavit,zbudovat (provozovnu apod.), zaloit (podnik apod.)

vod uvst (se) do svta obchodu, na politickou drhu atd.

le 4. [establish] (school) zaloit, otevt; (commission, club, organisation, firm) zdit, (commission also) ustavit; (scholarship, record) vytvoit; postavit se na vlastn nohy, zdit si vlastn podnik, [s. up home] zaloit si domcnost; etablovat se

organize or plan sth

estabilish, organize sth (office etc)

zdit, vytvoit, ustavit, vytvoit, zadit, zorganizovat, zaloit, podat ustavit, pipravit, uspodat co, udlat ppravy na co

pipravit, zorganizovat, zadit [arrange] (meeting, visit) dohodnout, nap. nvtvu knihovny, zorganizovat; (experiment) pipravit; zaloit, ustanovit, vytvoit (tribunal) sestavit (nap. zvltn komisi)

build sth

place (sth) in an upright position, erect

postavit, vztyit (doasn - sloit, sestavit, vztyit ztarasy apod.)

postavit nap. stan, vztyit, zbudovat, v divadle postavit scnu, dekoraci

1. [place in position] (building) postavit, (tent, pole, monument also) vztyit; rozbt (tbor) 2. [install] (machine, apparatus) instalovat, smontovat, sesadit; Typ pipravit stroj k tisku zpsobit

make an equipment ready to use

nastavit, sedit, naisnstalovat (pstroj apod.) cause, produce (sth - eg infection, swelling) vytvoit, vyvolat, navodit, zpsobit (problm, jev apod.)

pipravit k provozu, nastavit

make sth happen

make sb feel good

pipravit, nastartovat, naladit koho na co, postavit na nohy koho, poslit, nabudit koho ped m

dt nkoho dohromady, do podku, zotavit nkoho

postavit koho na nohy

make people blame sb wrongly

prepare sb carefully so that he can be tricked, swindled etc.

narafiit to na nkoho, falen obvinit, naknout, osoit, oernit

nalit

shodit, hodit, svst nco na nkoho

falen koho obvinit

give sb money for a business/house

zavst do podnikn

pomoci komu zadit podnik; poskytnout komu co, sehnat komu co

help people start a relationship make a noise

begin to shout, protest etc, loudly (sport) achieve a new record speed, time, distance etc in sporting event vytvoit (nov rekord)

vyvolat

vydat, vydvat hlasit zvuk, zdvihnout, spustit nap. pokik obv. ve sportu ustanovit, vytvoit rekord

ustavit, dosadit (do funkce stanovit jako, navrhnout apod) na kandidta vypracovat, zaloit (teorii apod.) pijt se svou teori

zathnout, zaplatit, vzt (rundu apod.) vyszet (polygraf.) ivit se (podniknm), bt pi penzch zsobit vystavit, zveejnit, vylepit bolest, infekce napadat, zasahovat st tla povaovat se vydvat se, povaovat se, mt se nap. za male pipravit skleniky, pit upravit pedkldat (spolehliv) nm. uthnout, pithnout, napnout lana szet, vyszet text, knihu mt jist postaven, bt na tom dobe, mt zajitnou existenci

PICK UP meaning - mac lift sb/sth ox take hold of and raise sth lex web zvednout se, sebrat, zvednout, sbrat, posbrat se, zvednout se sebrat se, postavit se, zvednout se na nohy vod sebrat, sbrat, zvednout obv. ze zem nebo s nbytku, sebrat se, zvedout se nap. po pdu z kola le (papers/ a piece of paper etc: from the floor) posbrat, sebrat (ze zem); zvednout, zdvihnout; (book etc) vzt do ruky; (child) vyzvednout, vzt koho na ruku; postavit se na nohy, vstt; zvednout telefon/sluchtko

take sb in a vehicle learn/do sth new hear or gather sth (eg story, pochytit, nauit rumour), acquire a se knowledge of or a skill in (sth), usually casually and without special study , acquire ath as one grows and develops

vyzvednout

pibrat, nabrat pasary; dozvdt se, sebrat nkde nco, pijt k informaci (skill, bad habits) pochytit, osvojit si, (skill: by watching) odpozorovat, (language) pochytit, nauit se; (news) dovdt se, dozvdt se zachytit narku, zaslechnout

notice sth

start sth after a pause

continue telling (a story etc) after an interruption, manage to continue following (eg a story) after an interruption); start to function again

zachytit, zachytit, pochytit zaznamenat, povimnout si, rozpoznat (rys, trend apod.), vimnout si eho, zaregistrovat co; zachytit (pach, stopu apod.) navzat na, pokraovat v em

zachytit smyslovmi orgny - pmo nebo pomoc reflektoru, odposlouchvacho zazen atd.

navzat nap. na tma navzat, pokraovat pedelch rozhovor, napojit se nap. na ztracenou stopu; motor naskoit, auto rozjet se

improve

take sth in your hands

get better, become more zotavovat se, sebrat se, zotavit se, oivit lively, improve or recover lepit se, se zlepovat se, vzmhat se, oivovat se, zvetit se, zotavit se, pookt, sebrat se, postavit se na nohy sebrat, zvednout, posbrat, sesbrat collect sth (eg groceries, newspaper ), tak sb on board, stop to give a lift to sb be infected by vyzvednout pibrat (cestujc apod.) koho/co, zastavit se pro koho/co chytit, dostat chytit (nemoc apod.)

zlepit (se) obv. obchod, poas, oivit se (obchod), sebrat se, zotavit se zdravotn, znovu se chytit, postavit se na nohy nap. firma po hlubok krizi

pookt, sebrat se, postavit se na nohy; zlepit se; (TRADE) oivit se, oivnout; (FIRM) postavit se na nohy; (PRICES) zvednout se, jt nahoru

put things in a tidy place take sb in your vehicle

svzt obv. autostopem

get an illness

(illness, infection) chytit, nakazit se m, (illness also) uhnat si zskat, sehnat, pijt k nemu, obv. levn dostat, koupit, sehnat, pijt k Rad, TV (station) chytit, (signal, message) zachytit

buy sth receive an electronic signal

buy or acquire sth, ususally sehnat as a bargain receive or intercept chytat

(za)chytit, naladit (stanici, zachytit, chytit signl) pstrojem elektromagnetick vlnn, zvuk atd.

wind: become stronger earn money win a prize

collect sth as wages, earn win, secure (sth) in a contest shrbnout (ocenn apod.), zskat (podporu)

nabt, zskat; najt opt, nabt opt

vydlvat si (ne moc)

zvit, nabrat; vydlat, vydlvat zskat, vyhrt

arrest sb try to start a sexual relationship

find (sb) and arrest him or sbalit, return to custody zatknout, sebrat make sb's acquintance, sbalit, nabalit usually with a view of si, klofnout having sexual relationship koho

chytit zloince

sbalit, sebrat, zadret

seznmit se, sptelit sbalit, klofnout, nabalit si, se, sbalit narazit si; thnout to s, dt enskou/chlapa, sehnat se dohromady s holku/chlapa na noc uklzet pokoj po dtech atd.

make a place tidy rescue (sb) from the sea

naloit, nalodit obv. pasary z ohroen lodi na zchrannou znovu nahodit spadl oka pi pleten

zachrnit

nabrat (pi pleten)

pay for meals, drinks, zaplatit, hospitality in hotels, be zathnout responsible for paying the (et) large-scale debts of a business or country najt, objevit (chybu v textu apod.) chytat/chytnout za slovo, opravovat koho napomnat, krat

bt pipraven zaplatit muset zaplatit tratu et, mt se k zaplacen tu, k placen

najt (chyby)

opravovat, krat, napomnat, kat, co se m dlat obv. dtti vyzvednout (si), vzt si nap. taxi nabrat rychlost najt stopu (pick up the trail) rozkopat krumpem