MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS A LINGUISTIC STUDY ON “GET” PHRASAL VERBS IN ENGLISH WITH REFERENCE TO THE VIETNAMESE EQUIVALENTS (ĐẶC ĐIỂM NGÔN NGỮ CỦA ĐỘNG TỪ CỤM “GET” TRONG TIẾNG ANH VỚI SỰ LIÊN HỆ TIẾNG VIỆT) CHU THI THU HA Field: English Language Code: 60220201 Hanoi, 2017 i MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS A LINGUISTIC STUDY ON “GET” PHRASAL VERBS IN ENGLISH WITH REFERENCE TO THE VIETNAMESE EQUIVALENTS (ĐẶC ĐIỂM NGÔN NGỮ CỦA ĐỘNG TỪ CỤM “GET” TRONG TIẾNG ANH VỚI SỰ LIÊN HỆ TIẾNG VIỆT) CHU THI THU HA Field: English Language Code: 60220201 Supervisor: Assoc Prof Dr Ho Ngoc Trung Hanoi, 2017 ii CERTIFICATE OF ORIGINALITY This is to certify that I am responsible for the work submitted in the thesis: “A linguistic study on “Get” phrasal verbs in English with reference to the Vietnamese equivalents”, that this submission is my own work, to the best of my knowledge and belief, it contains a little material previously published or written by another person, I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the project's design and conception or in style, presentation and linguistic expression is acknowledged Hanoi, 2017 Chu Thi Thu Ha Approved by SUPERVISOR (Signature and full name) Date:…………………… iii ACKNOWLEDGEMENTS I would like to thank people for making the completion of this thesis possible First of all I am grateful for the continuous support that my supervisor Assoc Prof Dr Ho Ngoc Trung, who has generously given me valuable and constructive comments, advices as well as correction of my research paper The second, I am greatly indebted to all my lectures at the Faculty of Graduate Studies at Hanoi Open University for their useful lectures, supports, encouragement and for inspiring me the love for English foreign language teaching and doing scientific research Besides, I also thank my friends and colleagues who helped me along the way The finally, I am very thankful that my parents and my twin daughters made me have more motivation to finish my project iv ABSTRACT This thesis is concerned with the use of the study of linguistic on “Get” Phrasal verbs in English with reference to the Vietnamese equivalents Phrasal verbs are generally claimed to have a very important function in the English language To research this project successfully, I would like to answer the following research questions The aim of this thesis is analyzing the linguistic of ‘get’ phrasal verbs and raising Vietnamese learners’ awareness of these verbs, the use of “get” phrasal verbs has not yet been the specific focus in different researches, so that is why this thesis seeks to make a contribution and help them improve their real world communication exactly and successfully in English More detail, I also point out some syntactic and semantics features of ‘get’ phrasal verbs with reference to the Vietnamese equivalents; and the second one is to propose some implications for mastering ‘get’ phrasal verbs in an effective way The findings of this work are based on the descriptive method is utilized to give a deep and detailed description of the ‘get’ phrasal verbs and their Vietnamese equivalents and comparative method is used to analyze the ‘get’ phrasal verbs with reference to Vietnamese equivalents, hence pointing out the distinctive features of ‘get’ phrasal verbs which cause difficulties for Vietnamese learners and suggesting some implications for teaching these verbs to learners at Hanoi Vocational College of High Technology The result of the study is expected to give some following benefits The research result will help the lectures and students to solve part of their problems in teaching and learning ‘Get” phrasal verb The result of the research can be used as an additional knowledge to improve the students’ mastery of vocabulary Because, the students are able to get other new meaning from the same verb if the verb is added by certain preposition In other hand, by understanding the meaning of ‘Get” phrasal verbs; students can implement them in daily conversation They can also develop their mastery of ‘Get” phrasal verbs in speaking, listening, reading and writing By using more than one expression, they can say one idea in various ways v LIST OF ABBREVIATIONS Adv Adverb Dpt Department E.g For example i.e That is N Noun N° Number O Object Part Particle Pro Pronoun Prep Preposition p Page Qty Quantity Ref Reflexive vi LIST OF TABLES AND FIGURES Table 4.1: Information of the research participants……………………………….41 Table 4.2: The learners’ acquisition levels on the syntactic features…………… 44 Table 4.3: The learners’ acquisition levels on the semantic features………………44 vii TABLE OF CONTENTS Certificate of originality Acknowledgements Abstract List of abbreviations List of tables and figures i ii iii iv v CHAPTER 1: INTRODUCTION 1.2 Aims And Objectives Of The Study .2 1.3 Research Questions 1.4 Methods Of The Study 1.5 Scope Of The Study 1.6 Significance Of The Study 1.7 Design Of The Study .5 Chapter 2: LITERATURE REVIEW .6 2.1 Previous studies .6 2.2 A History of English phrasal verbs .8 2.3 An overview of English phrasal verbs 11 2.3.1 Definition of English phrasal verbs 11 2.3.2 Classifications of English phrasal verbs 12 2.3.2.1 Intransitive phrasal verbs .14 2.3.2.2 Transitive phrasal verbs .16 2.3.3 Syntactic functions of phrasal verbs 17 2.3.4 Semantics function of phrasal verbs 20 2.3.5 The differences of phrasal verbs, collocations and idioms 22 2.4 Summary .25 Chapter 3: SYNTACTIC AND SEMANTIC FEATURES OF ‘GET’ PHRASAL VERBS IN ENGLISH 26 3.1 Syntactic features of ‘get’ phrasal verbs in English 26 3.1.1 Intransitive features 26 3.1.2 Transitive features 27 3.1.2.1 ‘Get’ phrasal verbs can be separated by their object 30 3.1.2.2 ‘Get’ phrasal verbs cannot be separated by their object .31 3.2 Semantic features of ‘get’ phrasal verbs in English 34 3.2.1 Non-idiomatic and literal meanings of ‘get’ phrasal verbs .34 viii 3.2.2 Idiomatic meanings of ‘get’ phrasal verbs 35 3.2.3 Metaphorical meanings of ‘get’ phrasal verbs 36 3.3 ‘Get’ phrasal verbs and Vietnamese equivalents 37 3.4 Summary .36 Chapter 4: THE REALITY OF TEACHING AND LEARNING “GET” PHRASAL VERBS AT HANOI VOCATIONAL COLLEGE OF HIGH TECHNOLOGY AND SOME SUGGESTIONS 38 4.1 Research contextual…………………………………………… …….38 4.1.1 The written test .39 4.1.2 Data analysis methods .41 4.2 Some suggestions 43 4.2.1 From teachers’ perspective 43 4.2.2 From learners’ perspective .45 2.4 Summary .47 Chapter 5: CONCLUSION 468 5.1 Recapitulation ……………………………………………………………….48 5.2 Limitations of the study……………………………………………………….48 5.3 Suggestions for a further study……………………………………………… 50 REFERENCES APPENDIX ……………….……………………………………………………….52 KEY ……………………………………….…………………………………… 53 ix Chapter 1: INTRODUCTION 1.1 RATIONALE “While without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972: 111) This argument has been supported by many researchers in the field of second language acquisition (SLA) who have emphasized the significance of vocabulary and agreed that vocabulary is equally, language structure in language acquisition if not more, important than Plenty of Vietnamese learners may get accustomed to spoken English as soon as they begin learning how to write and read in their mother tongue This means that people have recognized the importance and necessity of English as well as the advantages that English may bring about However, learning English is always a big challenge for Vietnamese native-speaker learners One of the challenging things of acquiring English is phrasal verbs, which seem to be too hard for them to master, hence inevitable errors in using the phrasal verbs in communication: both spoken and written English In theory, phrasal verbs are generally considered to be idiomatic combinations of a verb and an adverbial particle The exact status of the latter is still being debated, scholars being divided on whether it is an adverb, prepositional adverb, postpositional prefix, special part of speech, etc Phrasal verbs are quite frequently found in the English language They convey widely varying meanings which are not always clear and often have little to Generally, the main function of phrasal verbs is conceptual categorization of reality in the speaker's mind They denote not only actions or states as "ordinary" verbs do, but also specify their spatial, temporal or other characteristics The ability to describe actions or states more precisely, vividly and emotionally is determined by the adverbial particle components of phrasal verbs By combining with these elements, verbs of broader meaning are subjected to a regular and systematic multiplication of their semantic functions While the English verb has no consistent structural representation of aspect, adverbial particles either impart an additional meaning to the base verb (e.g the durative verb sit merges with the particle down into the terminative phrasal verb sit down) or introduce a lexical modification to its fundamental semantics It is due to their special characteristics, learners always have to face untold difficulties to master phrasal verbs The phrase verb has a strong make no mistakes by writing nothing” So, obviously, if the teachers not want to see any of the learners’ misuse they simply teach nothing The teachers are in charge of studying the learners’ difficulties not only to find out the causes but also to discover how they learn ‘get’ phrasal verbs, what types of problems they usually make or where they are on the learning progress To deal with situations, some possible implications may be suggested as follows: In order to help the learners avoid making mistakes in distinguish intransitive or transitive, separable or inseparable ‘get’ phrasal verbs, the teachers should give learners the suitable exercises concerning about intransitive or transitive separable or inseparable ‘get’ phrasal verbs as well as concrete examples, which are carefully analyzed so that the learners can remember and put them into practice As a matter of fact, it could be easier for the learners to remember ‘get’ phrasal verbs by concrete examples in contexts The course book alone is not enough for learners; teachers have to make use of supplementary material to fulfill the learners’ learning needs and to prepare more exercises for them to practice ‘get’ phrasal verbs Reading comprehension can be considered as a very effective way to help learning ‘get’ phrasal verbs with lexical and grammatical components More than that, if learners are crammed with a lot of ‘get’ phrasal verbs they certainly will not try to remember ‘get’ phrasal verbs or particles going with ‘get’ or they may forget most of them in a short time In brief, teachers should only teach ‘get’ phrasal verbs that appear frequently as well as common particles that always go with ‘get’; let the learners find out the rules of using unimportant terms, they will remember both the recurrent and rare ‘get’ phrasal verbs The last problems that learners have is lacking knowledge of semantic features of ‘get’ phrasal verbs, thus leading to disordering and dogmatic application of passive transformation As far as this problem is concerned, the meanings of ‘get’ phrasal verbs cannot be the combination of the meaning of each element to form the phrasal verbs Therefore, the teachers should guide them to find out the whole meaning of all elements in ‘get’ phrasal verbs in terms of both literal and idiomatic meanings, i.e they should provide them the skills of using particular types of dictionaries, as well as supply them with exercises required to match/choose the correct meaning of ‘get’ phrasal verbs in accordance with 44 appropriate contexts With a view to enhancing the learner’s competence in understanding ‘get’ phrasal verb, teachers should integrate them into various teaching areas such as vocabulary building, reading comprehension, translating and the like 4.2.2 From learners’ perspective The fact that learners are not quite interested and motivated in language learning, especially in learning ‘get’ phrasal verbs, because they are rather difficult for learners to remember their meaning although they know the meaning of all the individual elements However, learners should realize that the meaning of the ‘get’ phrasal verbs cannot always be interpreted as the composition of the elements alone From a semantic point of view, the meaning of well-established ‘get’ phrasal verbs cannot be fully inferred from the meanings of the elements that form the whole one Only with the passage of context ‘get’ phrasal verbs could become specialized In many cases, learners should be aware of the subtle semantic relationship between the elements that form the ‘get’ phrasal verbs, which give it a particular meaning, unlikely predictable from the meanings of the parts What have caused all these problems are nothing but learners’ inappropriate learning methods, their learning attitude, their laziness or even their lack knowledge of general English! All of these things resulted in learners’ discouragement in mastering ‘gets’ phrasal verbs Learners should be aware of the important role of phrasal verbs in understanding their future job’s documents They ought to stop wasting time on complaining, worrying and being unconfident Without learners’ internal effort, how could the innovation of teachers’ methods help improve their studying result? Learners should become more active in every language lesson, participate more in class activities, keep self-teaching and exchanging their knowledge of ‘get’ phrasal verbs with other phrasal verbs In other words, all of the activities and effort made by the teachers might be in vain if the learners not lend themselves in the activities The learners are the most effective tools that can best propel themselves in learning They must be active in their learning process Once, they see the important role of ‘get’ phrasal verbs in their current learning and the future jobs, they will learn ‘get’ phrasal verbs with their enthusiasm and great 45 motivation The more the learners master in ‘get’ phrasal verbs the more effectively they use Vietnamese equivalents In short, all of the above implications for mastering ‘get’ phrasal verbs would be more useful for the learners’ acquisition with the assistance of practice Doing exercises is considered to be a good way to help learners not only to practice what they have learnt but also to use these special verbs correctly and appropriately in communication 46 Chapter 5: CONCLUSION Recapitulation This study focuses on linguistic features of English ‘get’ phrasal verbs and Vietnamese equivalents It is due to their specific features, a written test has been conducted at HHT to check the second-year learners’ proficiency in understanding ‘get’ phrasal verbs The results taken from the test conducted at HHT later have been classified to help finding out some possible implications for mastering these typical phrasal verbs The syntactic and semantic feature of ‘get’ phrasal verbs can be found as follows In term of syntactic, ‘get’ phrasal verbs can have intransitive or transitive features, be separable or inseparable In term of semantics, ‘get’ phrasal verbs has non-idiomatic, idiomatic meaning as well as metaphoric meanings As ‘Get’ phrasal verbs have specific semantics features, they normally not have exactly equivalent translations in Vietnamese, but there can be found some similar expressions in terms of meaning By conducting the survey among target participants of second-year learners at HHT, some major difficulties when using ‘get’ phrasal verbs have been found: (i) Facing with difficulties in distinguishing intransitive or transitive, separable or inseparable ‘get’ phrasal verbs (ii) Failing to choose the correct particles (omission of particles, miss election of particles, and application of unnecessary particle) (iii) Lacking knowledge in semantic features of ‘get’ phrasal verbs leading to disordering and dogmatic application of passive transformation To deal with these problems, some possible implications have been proposed to help the teachers in teaching ‘get’ phrasal verbs in an effective way such as supplementing exercises, practice frequently and teaching ‘get’ phrasal verbs via learning vocabulary building, reading comprehension and translation It is hoped that the features of ‘get’ phrasal verbs have been pointed out and the possible implications for mastering them could be useful not only for HHT 47 learners but also for those who expect to acquire English as their second language Limitations of the study Lack of time and the shortage of reference materials related to the field under investigation as well as the constraints faced by the researcher, it goes without saying that there must exist mistakes in this thesis and it has not reached a satisfactory depth as it should To be honest, the number of selected examples of ‘get’ phrasal verbs and their Vietnamese equivalent for analyzing in this thesis is not plentiful enough The cultural feature is also an interesting aspect for the research, but we did not have enough time and competence to take it into consideration in this study Suggestions for a further study Due to the limited knowledge of the researcher, ‘get’ phrasal verbs could be put into investigation with only two major linguistic features in terms of syntax and semantics Perhaps, the pragmatics of ‘get’ phrasal verb will be taken into consideration in another work And more phrasal verb such as ‘go’ phrasal verbs, ‘take’ phrasal verbs, ‘put’ phrasal verbs should be dealt with in future time In completing the thesis, my best attempt has been made Despite all the limitations of the study, it is hoped that it will make some contribution to the betterment of teaching and learning phrasal verbs of the learners at Hanoi vocational college of high technology Furthermore, phrasal verbs are the large field that will be studied more 48 REFERENCES A.P Cowic and Mackin Oxford Dictionary of English Idioms 2nd Edition Bolinger, Dwight (1971), The Phrasal Verb in English, Cambridge (Mass.), Harvard University PressWorks of William Bullokar, vol II, Leeds Brown, (2002) The grammar of English grammars New York, Samuel S & William Wood" Catfort 1965 A linguistic theory of translation Oxford University Press, Crystal, D (1995) Cambridge Encyclopedia of the English Language Cambridge/ New York: Cambridge University Press Denison, D (1986) English Historical Syntax: Verbal Constructions London and New York: Longman Eduard,V.(1998).English Group Grammar Constanta: Tipografia F Mitchell( 1958) Syntagmatic Relations In Linguistic Analysis Hiltuten, R (1999) Verbal Phrases and Phrasal Verbs in Early Modern English Amsterdam and Philadelphia: John Benjamins 10 Hughes, M.N (1966), "Phrasal and prepositional verbs", English Language 11 12 13 14 Teaching Institute, London, Typescript J.B Heaton, Grammar back 2004 Kazimiers, F S (1972) The Syntax of English Phrasal Verbs The Hague, Mouton Kollin, M (1982) Easy Grammar Plus Wanda Phillips Kay Cullen, Howard Sargeant Chambers Dictionary of Phrasal VerbsChambers, 1996 – p.436 15 Levitchi Romanian English Dictionary 1981 16 Leeds, W (1665) A Treatise of the English Particles 17 Levitchi, D Leon (1970), Limba Engleza Contemperana-Lexicologie, Editura Didactica si Pedagogica, Bucuresti 18 Mattaire, M (1721) The English Grammar 19 Millaward, C.M.(1996) A Biography of the English Language 2nd edition Fort Worth: Harcourt Brace 20 Meyer, G.A (1975) The Two-Word Verb: A Dictionary of the VerbPrepositional Phrases in American English Mouton and Co B.V The Hague 21 Mortimer, C (1972) Phrasal Verbs in Conversation London: Longman Group 49 Limited 22 Murphy, M.J (1983), Understanding Phrasal Verbs, Hulton Educational Supplement, Jan 15 23 Palmer, F R.(1998) The English Verb London, New York: Longman 24 Quirk, R et al (1972) A Grammar of Contemporary English, p 815-816 Longman Group Limited 25 Quirk, R (1973) A University Grammar of English Burnt Mill, Essex: Longman House 26 Rosemary, C (1993) Longman Dictionary of Phrasal verbs England: Longman House 27 Seidle J (1990) English Idioms: Exercises on Phrasal Verbs 28 Shovel, M (1985), Making Sense of Phrasal Verbs, Eastbourne, Cassell 29 Smith, J (1996) A Historical Study of English London and New York: Routledge 30 Stephens, Ann (2002) ed The English Phrasal Verb University of North Carolina Press 31 Sweet, H (1892) A New English Grammar 32 Tanabe, H (1999) Composite Predicates and Phrasal Verbs in the Paston Letters, Amsterdam and Philadelphia 33 Traugott, Elizabeth C (1972) History of English Syntax New York: Holt Rinehard and Winston 34 Veres, Grigore, Andriescu, Luliana, Cehan, Ancs (1998) A Dictionary of English Grammar: Lasi: University of Al.L Cuza In Vietnam 35 Bản dịch tiếng Việt “ The Hobbit” dịch giả Nguyễn Nam 36 Diep, Q.B (2006) Ngữ pháp tiếng Việt Ho Chi Minh city: Education Publishing House 37 Nguyen, H.L (2004) An outline of syntax Ho Chi Minh city: University of Education Press DICTIONARIES 38 Advanced English Dictionary, 1995 Oxford University Press 39 Longman Dictionary of Contemporary English, 2001 Longman House 40 Longman Dictionary of Phrasal Verbs, (1983) England: Longman House 50 41 Oxford English Grammar, 1983London: Oxford University Press 42 Oxford English Dictionary,1995 Oxford University Press BIOGRAPHY Stories: The HOBBIT J R R Tolkien J 51 APPENDIX Dear participants, This is a kind of a survey to check your proficiency of ‘get’ phrasal verbs in terms of syntax and semantics Please complete the following tasks in accordance with each instruction The results will be very useful for finding out a good solution for improving English teaching at our university Thank you for your cooperation WRITTEN GRAMMAR TEST (Time allocated: 60 minutes) Task I Choose the best answer of A, B, C or D to complete the following sentences E.g.: Turn ……… the music It’s too loud A on B down C up D off In this sentence, the correct answer is B, so you have to circle letter B Where are you going? …… right back here! A Come B Get C Return D Bring Whenever We go to Manchester on business, we try to ……… a baseball game…… A go ….into B get… in C take…… in D come…… in I love it here in the city I almost never ………… to the suburbs anymore B get out B get out of 52 C get off D get down Peter made a date with two girls for the same night How is he going to get ……… this mess? C out B off C out of D of The coach couldn’t ……… losing the state championship 47 to D catch up with B go with C look down D get over Task II Put the words in the right order to form a complete sentence => I’m going to turn it off I left two weeks ago, didn’t/ I/ and/ back/ get/ yesterday/ until …………………………………………………………………………… Hanna had some problems last semester, studies/ behind/ her/ in/ and/ she/ got …………………………………………………………………………… Can you move all that junk in the hallway please? for/ get/ people/ by/ hard/ It’s ………………………………………………………………………… / would/ school/ we/ back/ better/ get/ the, the bell’s going to ring soon …………………………………………………………………………… 10 Karen asked the sales clerk when/some/ was/ to/ going/ get/ dresses/ in / the/ store/ summer ………………………………………………………………………… 53 Task III Transform the following sentences into passive if possible 11 She can’t get over her shyness? ………………………………………………………………………………… 12 This wet weather is getting me down ………………………………………………………………………………………………………………… 13 We’ll have to get a plumber into replace that old pipe ………………………………………………………………………………… 14 By doing extra homework, he soon got ahead of the others in his class ………………………………………………………………………………… 15 Since George was a student, he has made a habit of just getting by ………………………………………………………………………………… Task IV Use the correct ‘get’ phrasal verb to complete the following sentences got out of get around get around to get over get back 16 She just wants to…… it ……… with so she can stop worrying about it 17 I didn’t ………… to doing my project until April 18 Don’t worry about the broken chair I’ll ………… it one of these days 19 Sam ……………… gym class by pretending to be sick 20 We left three weeks ago, and we did not ……… until yesterday Task V Replace the groups of word in brackets by using ‘get’ phrasal verbs in accordance with their meanings 21 Please that car here (cause to escape or leave) 22 Max had a dream that a very fat woman was attacking him and he couldn’t (to escape) 23 Did you everything I said ? (to put in writing) 51 24 He on burning ants with his magnifying glass (to receive extreme pleasure) 25 She told us to without work (to continue or start doing something Task VI Translate these Vietnamese sentences into English using the right form of suggested ‘get’ phrasal verbs with given particles in brackets About at away by ahead around over 26 Chẳng tin bà ta từ chức lan truyền .……………………………………………………………………………… 27 Cô ham muốn vượt lên nghiệp .……………………………………………………………………………… 28 Anh ta lúc rầy la vợ … …………………………………………………………………………… 29 Gia đình tơi muốn nghỉ đâu vài ngày dịp lễ Quốc Khánh .………………………………………………………………………………… 30.Tơi khơng có quần áo đồng phục HHT, có lẽ áo sơ mi trắng quần tối màu chăng? ……………………………………………………………………………… 52 APPENDIX ANSWER KEY Task I B 2.B 3.A 4.C D Task II I left three weeks ago, and I didn’t get back until yesterday Hanna had some problems last semester, and she got behind in her studies Can you move all that junk in the hallway please? It’s hard for people to get by We’d better get back the school, the bell’s going to ring soon 10 Karen asked the sales clerk when the store was going to get some summer dresses in Task III 11 Impossible 12 I am being got down by this we weather 13 We’ll have to get that old pipe replaced into by a plumber 14 Impossible 15 Impossible Task IV 16 She just wants to get it over with so she can stop worrying about it 17 I didn’t get around to doing my project until April 18 Don’t worry about the broken chair I’ll get around to it one of these days 19 Sam got out of gym class by pretending to be sick 53 20 We left three weeks ago, and we didn’t get back until yesterday Task V 21 Please get that car out of here 22 Max had a dream that a very fat woman was attacking him and he couldn’t get away 23 Did you get everything I said down? 24 He gets off on burning ants with his magnifying glass 25 She told us to get on without work Task VI Sample translation 26 The news of her resignation soon got about 27 She’s keen to get ahead in her career 28 He’s always getting at his wife 29 My family would like to get away for a few days on Independent Day 30 I have no uniform of HHT Perhaps I can get by in a white shirt and dark pants 54 Approved by SUPERVISOR (Signature and full name) Date:…………………… ... subdivisions then relate to the nature of the particle The general consensus is that in phrasal verbs it is an adverb, in prepositional verbs a preposition, and in phrasalprepositional verbs an adverb and... Look into (investigate) go for (attack) Verbs phrasal verbs that are always separated A few phrasal verbs that seem to occur only with the verb and particle separated: Let’s see the following examples:... everyone involved in language, teaching, learning, doing translation of the Phrasal verbs in Vietnam because language teachers and learners in particular will be made more aware of the importance