Diploas de Entrega

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
Definitions.........................................................................................................5
1.2
Characteristic Features of Phrasal Verbs...........................................................6
1.3
Defining VocabularyAdverbs, Prepositions and Adverb-Preposition Words. .7
1.4
Phrasal Verbs and Their Meanings....................................................................8
2. Categories of Phrasal Verbs and Their Influence on Syntax.......................................13

2.1
Categories of Phrasal Verbs.............................................................................13
2.2
The Syntactic Behaviour of Phrasal Verbs.....................................................15
2.2.1
Intransitive Phrasal Verbs.......................................................................15
2.2.2
Transitive Phrasal Verbs..........................................................................15
2.2.3
Phrasal Verbs which are Both Transitive and Intransitive......................16
2.3
The Position of the Object in Separable Phrasal Verbs...................................17
2.4
Phrasal Verbs and Style...................................................................................18
2.5
Frequent Phrasal Verbs....................................................................................20
3. Dictionaries Suitable for Research of Phrasal Verbs...................................................24

3.1
Dictionaries......................................................................................................24
3.2
Monolingual Dictionaries................................................................................26
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
What is a Corpus?............................................................................................34
4.2
Types of Corpora.............................................................................................35
4.3
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
Introduction.....................................................................................................45
5.2
Hypotheses......................................................................................................45
5.3
The Method of Research.................................................................................45
5.4
CARRY OUT..................................................................................................47
5.5
GO BACK.......................................................................................................51
5.6
GO ON.............................................................................................................56
5.7
PICK UP..........................................................................................................62
5.8
SET UP............................................................................................................68
5.9
Data Analysis and Conclusions.......................................................................74
5.10
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)
DOWN
4
Macmillan Phrasal Verbs Plus (2005: 8, 12, 16, 126, 220, 226, 284, 290, 296, 300, 464, 486)
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)
ON
10
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)
UP
11
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)
12
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)
with
particle
Intransitive
Transitive
5
adverbial IA : 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.
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.
13
TAOP8: John
got his point across very

well.
got it across.
TP10: The instructor
IP9:
with
prepositional
particle
came
interesting
across
an
expression
yesterday,
came
across
it
put
my
sister
off
swimming,
put her off swimming.
put her off it.
yesterday.
adverbial IAP11:
with
and
prepositional
particle
TAP12:
Mary put up with the You shouldnt
interruptions cheerfully.
on the child.
Mary put up with them
cheerfully.
take your resentment out
take
it
out
on
the
children.
take it out on them.
Table 1
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.
8
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.
9
14
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.)
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.
15
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.
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
16
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.
17
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
The Macmillan Defining Vocabulary is a list of the 2,500 English words used for writing the dictionary
definitions.
14
18
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
19
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
Senses PV
5
Carry on
2
Go up
Senses PV
4
Put on
7
Bring out
Senses PV
9
Move in
9
Look
around
1
Take down
4
Put off
2
Come
about
5
Go along
Senses
3
1
Set up
Pick up
Go back
15
16
4
7
14
5
Move on
Turn back
Put back
Come
back
Go out
Point out
Get out
Take out
Come
down
Put down
Go round
6
3
Put up
Turn up
8
5
19
2
Look round
Set about
0
3
2
3
5
1
10
Turn off
Give in
Move out
Come
through
Move back
3
2
2
4
Break up
Come
along
Sit up
Turn round
Get in
Come
round
Make out
Find out
Come up
Make up
Take over
4
12
8
8
Get on
Bring up
Bring in
Look back
7
8
5
2
Come out
11
Come on
Look
down
Bring
back
Get off
11
Break off
20
4
5
1
3
Come in
Go down
Work out
Set out
8
8
3
Take up
Get back
Sit down
Turn out
13
4
3
12
Break
down
Take off
Go off
Bring
about
Go in
Set off
Put out
Look out
Turn down
Get through 5
9
6
5
Bring down 6
Come over 1
Break out
5
Give out
Come off
Take in
4
3
17
1
7
10
2
Go over
Turn over
Go through
Hold on
4
9
5
5
Give back
Set down
Move up
Turn
around
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:
2
2
5
7
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.
16
The Corpus of EU English (CEUE)
21
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.
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
17
# 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
Longman Phrasal Verbs Dictionary, 2000. Pearson Education Limited, Harlow.
22
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,
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.
23
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.
25
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
26
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

English-Czech 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
27
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 square and treated
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
hang about or around vi
vt
hang back 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 [hum] n 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.
29
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).
30
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
31
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/
32
Figure 4 the search result for the phrasal verb carry out
33
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 Keddie22 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
brings to the table a set of data and tools that produce results that seem explicit and
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
34
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
focuses on a particular aspect of a language (e.g. a particular subject field, a specific text
type).
35
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
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.
36
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)
corpus is one that does not get augmented once it has been compiled (Bowker 2002:
13).
23
http://www.onestopenglish.com/section.asp?catid=59862&docid=155104
37
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
studies texts, radio documentaries, broadcast interviews, ELT course books, text written
by learners of English, including essays and examination scripts.
38
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
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.
39
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
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:
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
40
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
41
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
42
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
43
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/
44
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
45
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.
46
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
47
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.
Translations / Corpora and
the number of PV occurrences
provst, provdt
uskutenit, uskuteovat
plnit (koly, rozkazy), vyplnit
vynst, vynet
vykonat, vykonvat
realizovat, zrealizovat
odnst
probhat
spchat
prosazovat, prosadit
splnit
uplatnit
vst
odvst prci
konat
zabavit
vyplnit se
podat
splnit se
naplovat
pchat
IC (178)
34
29
7
6
8
6
5
4
3
3
1
2
2
2
2
2
2
1
1
1
1
K1 (14)
K2 (13)
2
0
1
2
0
0
1
0
0
0
2
0
0
0
0
0
0
0
0
0
0
48
Total
IC+K1+K2
(205)
2
4
2
1
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
38
33
10
9
8
7
7
4
3
3
3
2
2
2
2
2
2
1
1
1
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.
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
49
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).
uskutenit, provst, vykonat, provdt, konat,
realizovat
vykonat, splnit, vyplnit, splovat, realizovat,

dostt, uinit zadost
vynst ven, vynet
provozovat
vydit (obchodn)
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)

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.
50
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.
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.
51
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.
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
K1 (93)
243
18
14
0
4
7
5
4
4
3
3
3
K2 (108)
52
0
0
9
0
0
0
0
0
0
0
0
52
43
0
0
3
7
2
3
0
0
0
0
0
Total (711)
K1+K2+IC
338
18
14
12
11
9
8
4
4
3
3
3
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
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
2
0
1
3
0
0
3
3
2
0
0
2
2
0
0
2
2
0
0
2
2
0
0
2
2
0
0
2
2
0
0
2
2
0
0
2
2
0
0
2
1
0
1
2
2
0
0
2
0
2
0
2
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
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
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
53
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

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
when clocks show an earlier time
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
koho; selhat (pam)
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
54
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

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)
-/ have known each other for a long time

-/ when classes begin again at school
Na podzim o jednu hodinu
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
55
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
sentence the translator decided to change the subject of the sentence from 3 rd 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
IC (876)
K1(213)
124
109
22
Total
IC+K1+K2 (1323)
K 2 (234)
28
0
13
56
28
0
4
180
109
40
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
rozsvtit se
jt za klientem
navtvovat klienty
omlat
dodat
dopravit se nkam
bavit se
bt na nohou
jt
uplynout
chytit se neho
vykldat
jet
bet
znamenat
nekonit
vystoupit v TV
pedvat
pikroit k
prohlsit
dlat dl
nepestvat nco dlat
hovoit
vydret
pesvdovat
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
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
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
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
57
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
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
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
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
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
Total translations
404
74
67
555
Table 10 A list of translations of the verb go on by a Czech verb. The highlighted verbs are not
58
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)

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.
59
mount and travel on (sth), 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)
vozit se na
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
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
Czech translations retrieved from corpora
dictionaries
vydat se na (3)
continue without change or relief (noise, interruptions,
nekonit (1)
affair )
continue by adding some new point to what has already
doplnit (15), dodat (1), pejt k (1),
been said or written
pistoupit k (1)
be helped or guided by sth (eg hearsay, rumour)
chytit se neho (1)
Table 12 Czech translations retrieved from corpora linked to semantic categories without translations in
the dictionaries
60
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.

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
go to another place
receive payment from the government
vystoupit, vystupovat, jt na scnu, vyslat
nastoupit na hit, na zvodn drhu atd.,
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
(lid) strnout
61

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)
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)
postupovat (5), vst si (1)
blit se nap. sum

padnout, jt nasadit (bota, vko atd.), dt se navlci,
nathnout
vychzet nap. s tchn
mt sv msto
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
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
do vzduchu. In this case the shift in meaning is obvious but the underlying
62
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.
occurrences
IC (582) K1 (44)
zvedat
111
vyzvednout
53
sebrat
42
vzt
49
uchopit
22
zachytit
23
zvednout
2
nabrat
12
0
1
0
4
3
3
7
0
Total
K2 (116) IC+K1+K2(742)
0
111
6
60
16
58
4
57
3
28
0
26
10
19
0
12
63
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
dt se dohromady
dt se po
dt vci dohromady
dojt si pro
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
0
0
1
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
0
0
0
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
1
1
0
1
64
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
1
1
1
1
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
vypjit
vyzvedvat
zaclovat
zat
zadret
zachycovat
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
1
1
1
1
1
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
0
0
0
0
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
0
0
0
0
0
0
65
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
1
1
zajet pro
zakoupit
zaltat
zaslechnout
zathnout
zatkat
zavtit
zefektivnit
zeslit
zskvat
zvolit
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
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
lift sb/sth
take sb in a vehicle
learn/do sth new
notice sth
start sth after a pause
Improve
take sth in your hands
put things in a tidy place
take sb in your vehicle
get an illness
buy sth
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 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;
66
receive an electronic signal

wind: become stronger
dostat, koupit
chytit, naladit (stanici, signl); zachytit
zvit, nabrat, nabrat rychlost
nabt, zskat; najt opt
vydlvat si (ne moc), vydlat, vydlvat
earn money
win a prize
arrest sb
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
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
najt, objevit (chybu v textu)

chytat, chytnout za slovo, opravovat koho
vyzvednout si, vzt si nap. taxi
najt stopu
rozkopat krumpem
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.
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
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,
67

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
(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)
oivnout, zvednout se, jt nahoru

sebrat, zvednout, posbrat, sesbrat
zvednout (19), zvedat (111); sebrat (58); uchopit

(28); posbrat (9); popadnout (8); sbalit (8);
drapnout (3); chpat se (1); nathnout se pro (1)
-/ 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
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
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
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
68
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.
occurrences
zdit, zizovat
zaloit (si)
postavit
usadit
ustavit
vytvoit
nainstalovat, instalovat
pipravit
vzniknout
zakldat
zadit
umstit
organizovat
vybudovat
zat (nco dlat)
zavst
dojednat
sestavit
propuknout
domluvit nco
rozbt tbor
stt
stavt
utboit se
zadit si
spustit (kik)
upevnit
budovat
dt do
dvat dohromady
IC(212)
K1 (89)
19
12
8
4
7
7
3
5
6
6
4
5
2
4
1
3
3
1
0
2
1
1
2
2
1
0
0
1
1
1
K2 (32)
1
2
1
1
0
0
2
0
0
0
1
0
0
0
3
0
0
0
3
0
0
0
0
0
0
2
2
0
0
0
69
2
0
0
2
0
0
1
1
0
0
1
0
2
0
0
1
0
2
0
0
1
1
0
0
1
0
0
0
0
0
Total
IC+K1+K2 (333)
22
14
9
7
7
7
6
6
6
6
6
5
4
4
4
4
3
3
3
2
2
2
2
2
2
2
2
1
1
1
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
zapojit
zopakovat
vyszet (polygraf.)
samostatn dlat
rozloit
zavt
provolat slvu
vnovat se podnikn
ponout
rozvetit se
vyjednat
dosadit
rozloit
zpsobit
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
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
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
0
0
0
0
70
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
0
0
0
0
0
1
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
1
1
1
1
1
1
1
1
1
1
1
1
2
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
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
make a noise
(sport) achieve a new record speed, time, distance
etc in sporting event
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
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
71
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 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.
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.

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
72

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);
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)
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)
ustavit, dosadit (do funkce apod.); stanovit jako,

dosadit (1)
navrhnout na kandidta
vypracovat, zaloit (teorii apod.), pijt se svou teori
zathnout, zaplatit, vzt (rundu apod.)
szet/vyszet (polygraf.)
vyszet (1)
ivit se (podniknm), bt pi penzch, mt jist
vnovat se podnikn (1)
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
prostt (1)
upravit
nm. uthnout, pithnout, napnout lana
Table 19 comparing translations of the verb pick up in the dictionaries and in the corpora. The
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.
73
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.
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
74
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.
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
75
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
(pp. 51-56). You can also choose a verb, which is more specific or more general
than the original.
76
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
77
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.
78
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.
79
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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/
82
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/
83
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 2007
SYN2006PUB
300 mil.
YES
YES
corpus of newspapers and
magazines from 1990 2004
SYN2005
100 mil.
YES
YES
balanced corpus, the most
of the texts are from 2000 2004
SYN2000
100 mil.
YES
YES
balanced corpus, the most
of the texts are from 1990 1999
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
lemmatisation
ORAL2008
size
(# of words)
1 mil
NO
morphological
tags
NO
ORAL2006
1 mil.
NO
NO
675 000
490 000
NO
NO
NO
NO
size
(# of words)
1.6 mil.
lemmatisation
morphological
tags
NO
short description
size
(# of words)
44 mil.
lemmatisation
morphological
tags
YES
(partial)
short description
PMK
BMK
short description
sociolinguistically balanced
corpus of informal spoken
Czech
corpus of informal spoken
Czech
Prague spoken corpus
Brno spoken corpus
Diachronic corpus
corpus name
DIAKORP
NO
corpus of the diachronic

section of the CNC
Parallel corpus
corpus name
InterCorp
YES
(partial)
parallel corpus being

compiled as a part of the
InterCorp project
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
Full
Mucha
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
Full
Tilschovi
13. Hardy, Jude the Obscure

14. Thomas Neblahy Juda
Full
Stankova
Full
15. Hardy, Tess of the d'Urbervilles 16. Thomas Tess z d'Urbervillu

Stankova
Full
17. Frost,
The List of Seven
18. Mark Seznam sedmi
Full
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
23. Asimov, Reason (a short story) 24. Isaac Rozum

Cerny
25.
Dedukce
Valina
26. Shakespeare Sonnets
27. William Sonety
2 texts + align (Word)
Macek
3 texts + an align
of all three (Word)
Both files for Word
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.
autor
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
One Flew over the Cuckoo's
Ken Kesey
Nest
Mark Frost
Seznam sedmi
Mark Frost
The List of 7
Joseph Heller
Hlava XXII
1 cz Louise Erdrichov
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
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
ox34
lex35
web36
to do a particular piece of
work
perform, conduct sth

(experiment, test
provst, uskutenit
(pln apod)
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
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
vykonat, splnit (co)
vod37
le38
GO BACK
meaning - mac
return
have existed for a long time
33
ox
return
lex
vrtit se, jt zptky
web
vrtit se
sahat (do minulosti), mt

pvod kdy/kde, pochzet (z
minulosti)
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
34
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
pochzet z , datovat se od
, sahat (do minulosti) a
k
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
bt nazen dozadu obv.

na podzim o jednu hodinu
ukonit stvku
go back on, go back (to)
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
ox
lex
continue happening
continue a career etc,

progress, continue (an
activity or relationship)
take place, occur, happen
happen
begin an activity/state
web
vod
le
pokraovat (s m, v em), pokraovat

trvat dl
pokraovat, vytrvat, vydret
[continue] pokraovat;
dt se, konat se, odehrvat konat se

se, probhat
nastoupit do sluby ap.,
zat innost
dt se, konat se
konat se, dt se
start taking a drug
zat brt
used for encouraging sb
Do toho!, No tak! Zkuste

to!
electricity etc:start working
be lit
do sth after
time: pass
pass (by) time, days
base an opinion on sth
pot, nsledn udlat co

mjet, ubhnout, utkat
(as)
continue a journey
pokraovat, jt/jet/lett,
plout dl
begin talking again
continue speaking esp.

After a short pause
pokraovat v ei, mluvit

dl
receive payment from the

government
be spent on sth
spchat, pospit si
trvat, ubhat (as)
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
[hurry] spchat, pospit si;

[start to function] (LIGHTS)
rozsvtit se; (HEATING)
zapnout se; (WATER) zat
tci; (GAS) zase jt
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)
oprat se o co, vychzet z

eho
continue travelling
go to another place
vytrvat
zapnout se, naskoit,

bt zapnut, zapnout bt zapnut, zapnout se
nabhnout, spustit se, zat se
fungovat
go to a place before sb
talk a lot
[begin taking] (drug) zat

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

naped;
jt dl, jet dl,

pohybovat se
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 performing
vystoupit, vystupovat
replace another player in sport
vystoupit na jevit
jt na scnu, vyslat,
vystoupit
nastoupit na hit, na zvodn

drhu atd.,
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
dait se
t, chovat se, neform. chovat se chovat se

zvltn, vstedn
zvl. s angl. pokraovat, stt si,

vst si, postupovat, dait se, jt
to, pokroit, hnout se, pohnout
se
(lid) strnout
blit se nap. sum
padnout
jt nasadit (bota, vko atd.)
usu neg [fit] (GLOVES,

SOCKS) dt se navlci or
nathnout; (SHOES)
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!
Ale jdi!, Nekecej! Ale no

tak!, Blbost!, Nesmysl! I
don't believe you!
thnout komu (na urit
vk)
mt sv msto
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.
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
make an equipment ready to use
make sth happen
nastavit, sedit,
naisnstalovat (pstroj
apod.)
cause, produce (sth - eg
infection, swelling)
vytvoit, vyvolat, navodit,

zpsobit (problm, jev
apod.)
pipravit k provozu,
nastavit
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
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 sb feel good
make people blame sb wrongly
pipravit, nastartovat,
naladit koho na co, postavit
na nohy koho, poslit,
nabudit koho ped m
prepare sb carefully so
that he can be tricked,
swindled etc.
narafiit to na nkoho,
falen obvinit, naknout,
osoit, oernit
give sb money for a business/house
help people start a relationship

make a noise
nalit
dt nkoho dohromady, do
podku, zotavit nkoho
postavit koho na nohy
shodit, hodit, svst nco na

nkoho
falen koho obvinit
zavst do podnikn
begin to shout, protest etc,

loudly
(sport) achieve a new
record speed, time,
distance etc in sporting
event
vyvolat
vytvoit (nov rekord)
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.)
pomoci komu zadit podnik; poskytnout

komu co, sehnat komu co
pijt se svou teori
zathnout, zaplatit, vzt

(rundu apod.)
vyszet (polygraf.)
ivit se (podniknm),
bt pi penzch
szet, vyszet text, knihu

mt jist postaven, bt na tom dobe, mt
zajitnou existenci
zsobit
vystavit, zveejnit,
vylepit
bolest, infekce napadat,
zasahovat st tla
povaovat se
vydvat se, povaovat se, mt

se nap. za male
upravit
nm. uthnout, pithnout,

napnout lana
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
take sb in a vehicle
learn/do sth new
vyzvednout
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
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
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
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 smyslovmi
orgny - pmo nebo
pomoc reflektoru,
odposlouchvacho
zazen atd.
zachytit narku,
zaslechnout
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
put things in a tidy place

take sb in your vehicle
get an illness
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
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
collect sth (eg groceries,

newspaper ), tak sb on
board, stop to give a lift to
sb
be infected by
svzt obv. autostopem
vyzvednout
pibrat (cestujc apod.)
koho/co,
zastavit se pro
koho/co
chytit, dostat chytit
(nemoc apod.)
buy sth
buy or acquire sth, ususally sehnat

as a bargain
receive an electronic
signal
receive or intercept
wind: become stronger

earn money
win a prize
arrest sb
chytat
collect sth as wages, earn

shrbnout
(ocenn
apod.), zskat
(podporu)
find (sb) and arrest him or sbalit,
return to custody
zatknout, sebrat
(illness, infection) chytit,

nakazit se m, (illness
also) uhnat si
zskat, sehnat, pijt k
nemu, obv. levn
(za)chytit, naladit (stanici, zachytit, chytit

signl)
pstrojem elektromagnetick
vlnn, zvuk atd.
nabt, zskat; najt opt,

nabt opt
pookt, sebrat se,

postavit se na nohy;
zlepit se; (TRADE)
oivit se, oivnout;
(FIRM) postavit se na
nohy; (PRICES) zvednout
se, jt nahoru
vydlvat si (ne moc)
win, secure (sth) in a

contest
dostat, koupit, sehnat,

pijt k
Rad, TV (station) chytit,
(signal, message) zachytit
zvit, nabrat;
vydlat, vydlvat
zskat, vyhrt
chytit zloince
sbalit, sebrat, zadret
try to start a sexual

relationship
make sb's acquintance,

sbalit, nabalit
usually with a view of
si, klofnout
having sexual relationship koho
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
make a place tidy
uklzet pokoj po dtech

atd.
rescue (sb) from the sea
pay for meals, drinks,

zaplatit,
hospitality in hotels, be
zathnout
responsible for paying the (et)
large-scale debts of a
business or country
naloit, nalodit obv.

pasary z ohroen
lodi na zchrannou
zachrnit
znovu nahodit spadl

oka pi pleten
nabrat (pi pleten)
bt pipraven zaplatit muset zaplatit tratu

et, mt se k zaplacen
tu, k placen
najt, objevit
(chybu v textu
apod.)
chytat/chytnout
za slovo,
opravovat koho
napomnat,
krat
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

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Masaryk University

Mgr. Jarmila Dezortov

Phrasal Verbs and Their Translations

Masters Diploma Thesis

Supervisor: Mgr. Renata Kamenick, Ph. D.

I declare that I have worked on this thesis independently,

Characteristic Features of Phrasal Verbs...........................................................6

Defining VocabularyAdverbs, Prepositions and Adverb-Preposition Words. .7

Phrasal Verbs and Their Meanings....................................................................8

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

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

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

Macmillan Phrasal Verbs Plus.................................................................................26

Velk anglicko-esk slovnk (LEDA 2006) by Josef Fronek (Comprehensive

World English Corpus.............................................................................................38

The Czech National Corpus.....................................................................................40

The Method of Research.................................................................................45

Data Analysis and Conclusions.......................................................................74

Practical Tips for Translating Phrasal Verbs....................................................76

English as a foreign language

1. Phrasal Verbs in English

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

essential combinations e.g. listen to

idiomatic combinations the primary meaning of a verb completely changes and

Characteristic Features of Phrasal Verbs

Defining Vocabulary Adverbs, Prepositions and Adverb-Preposition Words

Phrasal Verbs and Their Meanings

1. moving downwards to a lower position (move to a lower place or position)

1. moving upwards (move to a higher place, or make someone or something do

2. Categories of Phrasal Verbs and Their Influence on Syntax

Categories of Phrasal Verbs

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).

looked up the word in the

looked the word up.

has given up smoking.

Has given it up.

got his point across very

put her off swimming.

put her off it.

Mary put up with them

take your resentment out

take it out on them.

The Syntactic Behaviour of Phrasal Verbs

Intransitive Phrasal Verbs

Phrasal Verbs which are Both Transitive and Intransitive

The Position of the Object in Separable Phrasal Verbs

2.4 Phrasal Verbs and Style

2.5 Frequent Phrasal Verbs

nineteen information booklets (of about 20 pages on average) on different

the annual general report on the activities of the EU in 2006

sample test material from recruitment competitions in all subject areas.

A learner of English will find one phrasal verb construction in approximately