Abstract
There has been a growing interest in the use and learning of multi-word items in L2 due to the recognition that the appropriate use of formulaic language contributes to naturalness and fluency in the language (Siyanova & Schmitt, 2007; Wray, 2002). Phrasal verbs (PVs) are one type of formulaic language that has received increasing attention in educational settings (Garnier & Schmitt, 2016; Schmitt & Redwood, 2011; Strong & Leeming, 2024). Despite their widespread use in everyday language, their polysemous meanings and syntactic complexity seem to pose persistent difficulties for L2 learners, which can persist even at advanced levels of proficiency. The present study investigated the knowledge of English PVs among thirty Japanese university students. Using a recognition and recall test of forty PVs with 100 polysemous meanings taken from the PHaVE List (Garnier & Schmitt, 2015), learners’ receptive and productive knowledge of English PVs was measured. Additionally, the study examined how the learners’ vocabulary knowledge and overall English proficiency affected their acquisition of PVs. The results indicated that learners scored higher on the receptive knowledge test than on the productive knowledge assessments, suggesting that their knowledge of PVs develops from recognition to productive use over time. Reporting on the impact of vocabulary knowledge and overall L2 proficiency, the study suggested that mastering PVs is a challenging task for L2 learners, requiring significant time and practice. However, beyond teaching and learning PVs per se, vocabulary expansion is a crucial element of instructional strategies designed to enhance L2 learners' mastery of PVs.
Author Information
Natsumi Okuwaki, Tsuda University, Japan
Paper Information
Conference: IICE2025
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the IICE2025 Conference Proceedings (View)
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To cite this article:
Okuwaki N. (2025) Challenges in Learning English Phrasal Verbs: An Investigation of Receptive and Productive Knowledge Among Japanese University Students ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 413-425) https://doi.org/10.22492/issn.2189-1036.2025.34
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.34
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