Multi-word lexical units are similar to compounds. A multi-word unit is a lexicalized sequence of words that functions as a single grammatical word. An example of such a lexical unit is the sequence SORT OF, which consists of two orthographic words, but they must be used together and in this exact order. Just like with compounds, there are only limited possibilities of substitution.
The meaning of a multi-word lexical unit is often unpredictable. It’s not the sum of the meanings of the components. The meaning is assigned to the whole unit and the unit can’t be further analyzed semantically. Such units are referred to as idioms. For example the idiom ONCE IN A BLUE MOON simply means SELDOM, which is not so obvious if you consider the meanings of all the words it consists of.
Commonly Recognized Types of Units
Within the set of multi-word units we have the following groups of words:
– phrasal verbs: TURN IN (= go to bed)
– prepositional verbs: CARE FOR (= look after)
– complex prepositions: ACCORDING TO
– complex subordinators: AS SOON AS
– correlative coordinators: EITHER…OR
– inserts: THANK YOU
Each of these groups deserves an article of their own, but for now there’s just one example of each so that you have a general idea what it’s all about.
Multi-Word Units vs Collocations
Multi-word lexical units should be also distinguished from collocations. The latter consist of independent words used together, but still separable without losing its main sense. For example BONE DRY is a collocation, so if you just say DRY, the general idea is the same. Here one word only intensifies the other, but the meaning of BONE DRY is not completely different from the meaning of DRY.
In case of a multi-word unit such as GIVE UP for example, which is a phrasal verb by the way, if you remove one of the words, the meaning will be different or it won’t make any sense at all. Have a look:
He GAVE UP smoking.
This sentence makes sense. But if you remove either word, it will no longer make sense.
Here’s a video version of this article:
Multi-word units are basically just ‘chunks of language’. Why do you need to learn them?
Remember the level 7 description for ‘lexical resource’:
• uses a sufficient range of vocabulary to allow some flexibility and precision.
• uses less common lexical items with some awareness of style and collocation.
To meet these two requirements it is necessary for your lexical knowledge to extend beyond knowing single words. This article will present the main types of multi-word unit. In the hope that it will make it easier for you to recognize them. You also need to remember that learning a vocabulary item, whether a single word or phrase requires you to know how to use that item. And not just its translation equivalent.
Compounds
These are two or more words clearly functioning as a single word. Often nouns but as noted in the article on adjectives, compound adjectives are also quite common.
Examples: alarm clock credit card first aid science fiction four-star brand-new north-west
Phrasal verbs
Phrasal verbs are a combination of a common verb plus preposition or particle. They are often like idioms as their meaning cannot always be guessed from their component parts. They are used more in speaking and they often have a one-word equivalent.
Which would be the preferred option in more formal writing, such as academic essay writing. Learn these as you encounter them. I don’t think it is so productive to spend time learning lists of phrasal verbs. Though phrasal verbs are a common feature there are very few which are frequently used.
Examples: make up get away with set off give up look after
Fixed Expressions
English contains lots of fixed expressions of various length. To take just one area, the following are commonly used in reference to quantity or degree.
Examples: a wide range of / to a certain extent / a great deal of
Semi-fixed expressions
These are expressions which have one or more variable slots.
Examples: as far as …. ( I know, I can tell, x is concerned) / ….. as well as …. / not only …. but also …..)
Idioms
Idioms are fixed expressions whose meaning cannot be guessed from the component words. As with phrasal verbs, it is not the best use of study time to learn lists of these. When you hear or read a new idiom decide for yourself if you think it is worth remembering, and if so make a note of it. They are mainly used in informal speech so unless you’re sure. It is probably best to avoid using them. Though it could be acceptable in task 1 in the general exam. If it is an informal letter, such as writing to a friend for some reason. Examples: get the wrong end of the stick, play it by ear, mind your p’s and q’s.
Collocations
These are frequently occurring combinations of words. Do take this area of language learning seriously as an ability to use collocations. It is explicitly referred to in the level descriptor ( see above). Nouns, adjective and verbs can all form collocations.
Examples: important contribution ( adjective + noun); meet expectations ( verb + noun), totally unacceptable (adverb + adjective)
Sentence headers
These are a kind of fixed expressions but they are treated as a separate class. They share the function of introducing a sentence, helping to ‘signpost’ for the reader the content of the sentence.
Examples: It seems to me that ….. , Sorry to interrupt but …., Would it be possible to …?
Exercises
Task 1 – General
In the following excerpts from letters written for task 1 of the general exam, use the appropriate multi-word expressions from the box below to put into the gaps.
Extract 1: Regarding the food, I went to various restaurants and all served mouth-watering dishes but ….1…… that the most …..2…….. I ate there was in a friend’s house.
Extract 2: ……..3…….. if you could contact me…..4………, particularly since I need the proposals for a presentation this week. If you could send the bag to me by courier service…….5………. I have arranged to pay for the service. Extract 3: I am writing to ……….6………..with my room-mate. .,…7……. we share one room. Unfortunately because of my room-mate’s …..8……., I feel it is …..9……. for me to continue with the present arrangement.
| no longer possible | as soon as possible | As you know |
| I would appreciate it | I must admit | unreasonable behaviour |
| delicious food | express my dissatisfaction | I would be most grateful. |
Task 2 – Academic
In the following excerpts from the task 1 of the academic exam, use the appropriate multi-word expressions from the box below to put in to the gaps.
Extract 1: Although Washington’s increase in population between 1940 and 1970 was large, its increase in …..1………. was even sharper, rising ….2…… 125,000 in 1970 ….2….. 240,000 in 2000.
Extract 2: The table compares four countries …….3……….the number of people who watch four different genres of film at the cinema: Action, Romance, Comedy and Horror. In India and Japan only 2-2.5 million people watch horror films but they are more popular in New Zealand and Ireland. ….4……., romance films are very popular in India with 7.5 million viewers
Extract 3: The two pie charts compare the percentages of online sales across different retail sectors in Canada in the years 2005 and 2010. For three of the sectors, …5……. that over this time frame there was ….6…….in their proportion of online transactions.
| from about … to more than…. | On the other hand | significant change |
| It is evident | the following thirty years | in terms of |
To repeat what was written at the beginning, showing an ability to use multi-word units is necessary if you are to get a level 7 or above for lexical resource. When reading, get into the habit of consciously looking for examples of multi-word phrases. You will be surprised how many there are.
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Answers to Exercises
Task 1 – General
In the following excerpts from letters written for task 1 of the general exam, house the appropriate multi-word expressions from the box below to put in to the gaps.
Extract 1: Regarding the food I went to various restaurants and all served mouth-watering dishes but I must admit that the most delicious food I ate there was in a friend’s house.
Extract 2: I would appreciate it if you could contact me as soon as possible, particularly since I need the proposals for a presentation this week. If you could send the bag to me by courier service, I would be most grateful. I have arranged to pay for the service.
Extract 3: I am writing to express my dissatisfaction with my room-mate. As your know we share one room, I cannot study in the room at all any more if I still stay there. Unfortunately because of my room-mate’s unreasonable behaviour, I feel it is no longer possible for me to continue with the present arrangement.
Task 2 – Academic
Extract 1: Although Washington’s increase in population between 1940 and 1970 was large, its increase in the following thirty years was even sharper, rising from about 125,000 in 1970 to more than 240,000 in 2000.
Extract 2: The table compares four countries in terms of the number of people who watch four different genres of film at the cinema: Action, Romance, Comedy and Horror.
In India and Japan only 2-2.5 million people watch horror films but they are more popular in New Zealand and Ireland. On the other hand, romance films are very popular in India with 7.5 million viewers.
Extract 3: The two pie charts compare the percentages of online sales across different retail sectors in Canada in the years 2005 and 2010. For three of the sectors, it is evident that over this time frame there was significant change in their proportion of online transactions.
1. Seminar 4 Multi-Word Units in English
Kalizhanova Anna
2020
2. Set expressions (fixed expressions, idioms)
— the word-groups consisting of two or more words,
combination of which is integrated as one unit with
specialised non-literal meaning of the whole
E.g. to sleep like a log, Can a leopard change its spots?,
to be busy as a bee.
3. Classification according to the function
1)
Set expressions functioning like nouns
E.g. white elephant, a skeleton in the cupboard, brains
trust, dog days
2)
Set expressions functioning like verbs
Special group – phrasal verbs
E.g. the cap fits , to bark up the wrong tree, to keep up
with the Jonses; to give up, to make (sth) up, to put
(sb) up
4. Classification according to the function
3)
Set expressions functioning like adjectives. A lot of
them are similes — expressions of comparison.
E.g. like a bull in a china shop, as old as the hills, as
mad as a hatter
4)
Set expressions functioning like adverbs
E.g. once in a blue moon, time and again, to drink like a
fish
5)
Set expressions functioning like interjections
E.g. Bless (one’s) soul!, God bless me!, Hang it (all)!
5. Phrases, Proverbs, Quotations
Set phrases
E.g. Tell it to the horse marines. His bark is worse than
his bite.
Proverbs – wise sayings, often warnings, which have
been passed from generation to generation. Their
advice will never be out of date (adages).
E.g. It’s no use crying over spilt milk. Don’t count your
chickens before they hatch.
Familiar quotations
E.g. Shakespeare: “Frailty, thy name is woman.”
Caesar: “The die is cast.”
6. Collocations
Words can usually be combined (collocated)
only with certain words.
If we want to master a language properly we
should know what words of the language are
most likely to occur together – what are the
typical collocations.
E. g. the noun rain may be collocated with
adjectives: driving, heavy, pouring, soaking,
torrential, freezing, intermittent, light, steady.
7. Classification of collocations
A verb + a noun/pronoun.
E.g. reach a verdict, fly a kite, execute a will, reverse a
decision, revoke a licence
These collocations are highly important for polysemantic
nouns.
E.g. perform an operation (in a hospital), carry out
(conduct) an operation (on the battlefield).
An adjective + a noun.
E.g. warm, warmest (not “hot”), kind, kindest, best
(not “good”) regards; a rough estimate; a formidable
challenge
8. Classification of collocations
A noun + a verb.
E.g. alarms go off (ring, sound), blizzards rage
An adverb + an adjective
E.g. strictly accurate, sound asleep, keenly
(very much) aware
A verb + an adverb.
E.g. amuse thoroughly, argue heatedly,
appreciate sincerely
A unit associated with a noun.
E.g. a pack of dogs, a pride of lions, a school
of whales, a lump of sugar, a drop of oil
Keywords:
multi-word lexical units (MWLUs), multi-noun lexical units (MNLUs), English for Specific Purposes (ESP), technical English, lexical competences, teaching, learning strategies, reception, production, students
Abstract
One of the most challenging aspects of teaching non-native speakers at the tertiary education level is to develop lexical competences, which include competences in reception and production of multi-word lexical units (MWLUs), especially in English for Specific Purposes (ESP), which uses them to a much greater extent than General English. MWLUs are primarily found in written language, which is of particular interest in this paper, since the teaching of ESP at the tertiary education level predominantly relies on written materials. MWLUs allow a sequence of modifiers placed in front of a head noun, without functional words assisting in the reception, i.e. in the recognition of semantic relations among them. This paper deals with the most widespread subcategory of MWLUs which we have named multi-noun lexical units (MNLUs), referring to MWLUs consisting exclusively of nouns. The paper offers proven comprehensive teaching and learning strategies to be used in the classroom, since the majority of works dealing with MNLUs approach them in a theoretical way, and just a few deal with MNLUs taking into account the Foreign Language Teaching — FLT (Glottodidactics) point of view.
Some words are not independent lexical units — they form complex units with other words; such a complex unit has a single meaning, then. Such collocations of two (or more) words that have a single lexical meaning are called multi-word lexical units.
There are several possibilities of representing multi-word lexical units in the tectogrammatical trees:
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the multi-word unit is represented by a single node and all its components are part of a multi-word t-lemma (see Section 3.1, «Multi-word t-lemma»),
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the multi-word lexical unit is represented by a single node whose t-lemma corresponds to one of the components of the unit. The information regarding other components of the unit is encoded in the values of various grammatemes (Section 3.2, «Multi-word lexical units analysed as such by means of certain grammatemes»),
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the multi-word lexical unit is represented by several nodes and the fact that these form a single unit is captured by using special functors (Section 3.3, «Multi-word lexical units analysed as such by means of special functors»),
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the multi-word lexical unit is represented by several nodes and the fact that they form a unit is expressed by assigning them a special structure (Section 3.4, «Multi-word lexical units analysed as such by means of assigning them a special structure»).
!!! Multi-word lexical units that are not captured as such so far. Some types of multi-word lexical units are not captured as such so far (although the relation between their components eventually is to be differentiated from that of syntactic dependency). Those are mainly:
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certain types of modal predicates (modal verb + infinitive).
For example: nemůže nepřijít (=cannot.3sg not_come); see Section 9.1.1, «Modal predicates».
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phase predicates (phase verb + full verb)
For example: začne plakat (=starts crying). See Section 9.1.2, «Phase predicates».
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quasi-modal predicates (quasi-modal/quasi-phase verb + full verb)
For example: má plán odejít (=plans to leave). See Section 9.2, «Quasi-modal and quasi-phase predicates».
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inflected titles (i.e. those that change their form; in contrast to those that do not — see Section 3.4, «Multi-word lexical units analysed as such by means of assigning them a special structure»).
For example: Univerzita Karlova (=Charles University), Evropská unie (=European Union).
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other kinds of collocations, complex (multi-word) lexemes (names of various objects, institutions etc.)
For example: gramofonová deska, vysoká škola (=(gramophone) record; university/college — lit. high school).