Phrasal verbs as learning material in Business English courses for students majoring in Linguistics

Teaching English for professional communication, ESP and Business English has become an important mission, with international economic and financial activity growing exponentially every decade. Working with non-native students, who have little to no experience of cross-cultural interaction is a challenging task. The key to success lies in developing very specific skills allowing future specialists to fully understand the whole pragma-semantic spectrum of an English utterance, recognise various registers and styles of speech by numerous carefully studied language features and properly react to interlocutors’ replicas in both oral and written discourse.

Phrasal verbs are studied through Linguodidactics (Peters, 2016;Sung & Kim, 2016;Torres-Martinez, 2015;Zareva, 2016), the meaning of individual particles of phrasal verbs (Mahpeykar & Tyler, 2015;Rosca & Baker de Altamirano, 2016) 'Phrasal verbs can serve as a good example of the kind of problem Russians and other nationality non-native speakers of English face'

linguodidactics -theoretical analysis
The term 'phrasal verb' was introduced by the American essayist and critic Logan Smith in the first quarter of the 20th century. Since then, many linguists have been studying the definition, distinctive features, and the classification of phrasal verbs. For example, according to Povey (1990), a phrasal verb can be defined as a combination of a verb (a 'simple' one, e.g. walk, write) and an adverbial postposition (up, down).
Both elements form a single syntactic and semantic unit. In her research, Povey (1990)  In the introduction to the Longman Phrasal Verbs Dictionary a phrasal verb is defined as a verb consisting of two (turn on) or three words (look forward to). Most phrasal verbs consist of two words -a principal verb and a particle (an adverb or preposition) (Povey, 1990, p. 12). Krylova (2012) argues that a verb and a postposition, preserving their original meanings, do not form a semantically indivisible unit, i.e. a phrasal verb. In other words, the idiomatic meaning is an essential property of a phrasal verb (Krylova, 2012, p. 256). Dixon (1982) notes that without the use of such phrases, a foreigner will sound unnatural and stilted, though grammatically correct. Hence,

Methodologically relevant classification of phrasal verbs
For the sake of teaching methodology, it is important to provide students with an understandable and substantial classification of 'Considering different approaches to teaching phrasal verbs, it is important to note that modern linguistics still lacks a single interpretation of the nature of their second component' phrasal verbs. According to the semantic approach, phrasal verbs are usually classified into the following three groups (from the point of view of interpreting their meaning).
1. Non-idiomatic phrasal verbs. In this case, both components of the phrasal verb retain their lexical meaning (e.g. After you tore off a leaf in the calendar).

His grandmother said that he had the greatest difficulty in beating it off with his umbrella).
3. Idiomatic phrasal verbs. Here the meaning of the phrasal verb as a whole cannot be deduced from the meanings of its individual components (e.g. I do not think you should sniff at her advice).
In addition to the semantic approach, there is a simpler approach to the classification of phrasal verbs.
For example, to run out of (sugar).
For academic purposes, better understanding and easier memorising, phrasal verbs can be classified in two groups. The first group includes (1)

English course
Everything said so far highlights the importance of teaching business communication in a foreign language, which facilitates the establishment by future graduates (today's students majoring in Linguistics) of business contacts with foreign colleagues. The growth of international contacts prompts the need to improve the training of professionals whose foreign language competencies approach the native speaker's level.  Obviously, students will need to practise translating and paraphrasing the sentences.
Very often phrasal verbs are used with the adverb off, which means the movement from something or division from something. Off can also mean (1) departure; (2) deviation; (3) cancellation; (4) displacement; (5) protection; (6) reduction; (7) barrier; (8) beginning; and (9)  Another productive preposition in forming phrasal verbs is on. Generally, this adverb means that one thing is situated above the other or one thing is moving to another thing. This meaning can be subdivided into eleven further meanings, namely (1) movement and location; (2) forward movement and development; (3) attack; (4) attachment and addition; (5) action onset and management; (6) connection; (7) continuation of the action; (8) impact, feeling; and (9) detection.
Wait on -to wait before taking a decision. E.g. The company will delay the deal and wait on events.
Decide on -to take a decision. E.g. He decided on a career in the army.

'To help master phrasal verbs teachers can ask students to provide their own examples from business texts with the same preposition but different meaning'
Phrasal verbs as learning material in Business English courses for students majoring in Linguistics The adverb in is also one of the most common among phrasal verbs. It has the meaning of moving inward. Traditionally, some additional meanings include (1) movement, entrance, arrival; (2) mixing, inclusion; (3) durable being in some place; (4) penetration; (5) collecting; (6) limitation, prevention; (7) collapse, damage, end; (8) filling; and (9)     Learning more about the semantics of numerous phrasal verbs, drilling them in multiple businessrelated contexts in both spoken and written interaction helps students not only memorise these lexical units, but also understand their functional significance, stylistic colouring and patterns of efficiency in solving communicative tasks which are essential for business and professional life.