Cover not available

Article published In: Review of Cognitive Linguistics
Vol. 19:1 (2021) ► pp.172–205

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

L2 English learners’ knowledge of figurative meaning senses of phrasal verbs

 | Guilin University of Technology
Published online: 28 April 2021
DOI logo with link
https://doi.org/10.1075/rcl.00080.kan
Abstract
While phrasal verbs (PVs) represent “a problematic feature of English vocabulary” ( (2016). Picking up polysemous phrasal verbs: How many learners know and what facilitates this knowledge. System, 591, 29–44. Google Scholar logo with link to Google Scholar, p. 29) for a large number of learners, research into L2 English PVs remains insufficient. This study examines 150 tertiary-level L2 English learners’ knowledge of figurative meaning senses of PVs and the influence of congruence in the figurative meaning senses between L1 and L2 on their knowledge of the meaning senses. The research instruments consisted of a form-recall and a meaning-recall task, questionnaires, and focus group interviews. The results indicate that the learners’ PV knowledge differed significantly according to proficiency level and task type – production and reception. Further, L1 congruence influenced the learners’ knowledge of PVs differently depending on proficiency levels.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1L2 PVs
    • 2.2Differences in the knowledge of figurative meaning senses of L2 PVs by proficiency level
  • 3.Methodology
    • 3.1Participants
    • 3.2Selection of target PVs
    • 3.3Tasks
      • 3.3.1Task 1
      • 3.3.2Task 2
    • 3.4Test piloting
    • 3.5Questionnaires and focus group interviews
    • 3.6Administration of tasks, questionnaires, and focus group interviews
    • 3.7Data analysis
  • 4.Results and discussion
    • 4.1How does L2 English learners’ knowledge of figurative meaning senses of PVs differ depending on proficiency levels?
    • 4.2How does L1-L2 congruence relate to L2 English learners’ knowledge of figurative meaning senses of PVs depending on proficiency levels?
  • 5.Conclusion and implications
  • Notes
  • References
References (78)
References
Andrade, M. S., & Evans, N. W. (2013). Principles and practices for response in second language writing: Developing self-regulated learners. New York: Routledge.Google Scholar logo with link to Google Scholar
Andrews, S. J. (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness, 10(2), 75–90. Google Scholar logo with link to Google Scholar
Armstrong, K. (2004). Sexing up the dossier: A semantic analysis of phrasal verbs for language teachers. Language Awareness, 13(4), 213–224. Google Scholar logo with link to Google Scholar
Chung, I-F. (2013). Crammed to learn English: What are learners’ motivation and approach? Asia-Pacific Education Researcher, 22(4), 585–592. Google Scholar logo with link to Google Scholar
Cieślicka, A. B., Heredia, R. R., & Olivares, M. (2014). It’s all in the eyes: How language dominance, salience, and context affect eye movements during idiomatic language processing. In M. Pawlak & L. Aronin (Eds.), Essential topics in applied linguistics and multilingualism: Studies in honor of David Singletion (pp. 21–41). New York: Springer. Google Scholar logo with link to Google Scholar
Coxhead, A. (2018). Vocabulary and English for specific purposes research. New York: Routledge.Google Scholar logo with link to Google Scholar
Crossley, S. A., Cobb, T., & McNamara, D. S. (2013). Comparing count-based and band-based indices of word frequency: Implications for active vocabulary research and pedagogical applications. System, 41(4), 965–981. Google Scholar logo with link to Google Scholar
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2015). Assessing lexical proficiency using analytic ratings: A case for collocation accuracy. Applied Linguistics, 36(5), 570–590. Google Scholar logo with link to Google Scholar
Dagut, M., & Laufer, B. (1985). Avoidance of phrasal verbs: A case for contrastive analysis. Studies in Second Language Acquisition, 7(1), 73–79. Google Scholar logo with link to Google Scholar
Darwin, C. M., & Gray, L. S. (1999). Going after the phrasal verbs: An alternative approach to classification. TESOL Quarterly, 33(1), 65–83. Google Scholar logo with link to Google Scholar
Dóczi, B., & Kormos, J. (2016). Longitudinal developments in vocabulary knowledge and lexical organization. New York: Oxford University Press. Google Scholar logo with link to Google Scholar
Durrant, P., & Schmitt, N. (2009). To what extent do native and non-native writers make use of collocations? International Review of Applied Linguistics in Language Teaching, 47(2), 157–177. Google Scholar logo with link to Google Scholar
Edmonds, A., & Gudmestad, A. (2014). Your participation is greatly/highly appreciated: Amplifier collocations in L2 English. Canadian Modern Language Review, 70(1), 76–102. Google Scholar logo with link to Google Scholar
Gardner, D. (2013). Exploring vocabulary: Language in action. New York: Routledge. Google Scholar logo with link to Google Scholar
Gardner, D., & Davies, M. (2007). Pointing out frequent phrasal verbs: A corpus-based analysis. TESOL Quarterly, 41(2), 339–359. Google Scholar logo with link to Google Scholar
Garnier, M., & Schmitt, N. (2015). The PHaVE list: A pedagogical list of phrasal verbs and their most frequent meaning senses. Language Teaching Research, 19(6), 645–666. Google Scholar logo with link to Google Scholar
(2016). Picking up polysemous phrasal verbs: How many learners know and what facilitates this knowledge. System, 591, 29–44. Google Scholar logo with link to Google Scholar
González Fernández, B., & Schmitt, N. (2015). How much collocation knowledge do L2 learners have? The effects of frequency and amount of exposure. ITL International Journal of Applied Linguistics, 166(1), 94–126. Google Scholar logo with link to Google Scholar
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.Google Scholar logo with link to Google Scholar
Granger, S., & Bestgen, Y. (2014). The use of collocations by intermediate vs. advanced non-native writers: A bigram-based study. International Review of Applied Linguistics in Language Teaching, 52(3), 229–252. Google Scholar logo with link to Google Scholar
Granger, S., & Paquot, M. (2008). Disentangling the phraseological web. In S. Granger & F. Meunier (Eds.), Phraseology: An interdisciplinary perspective (pp. 27–49). Amsterdam & Philadelphia: John Benjamins. Google Scholar logo with link to Google Scholar
Horwitz, E. K. (1995). Student affective reactions and the teaching and learning of foreign languages. International Journal of Educational Research, 23(7), 573–579. Google Scholar logo with link to Google Scholar
Hsu, J. (2007). Lexical collocations and their relation to the online writing of Taiwanese college English majors and non-English majors. Electronic Journal of Foreign Language Teaching, 4(2), 192–209.Google Scholar logo with link to Google Scholar
Hummel, K. M. (2010). Translation and short-term L2 vocabulary retention: Hindrance or help? Language Teaching Research, 14(1), 61–74. Google Scholar logo with link to Google Scholar
Ishii, Y. (2009). Making a list of essential phrasal verbs based on large corpora and phrasal verb dictionaries. In Y. Kawaguchi, M. Minegishi, & J. Durand (Eds.), Corpus analysis and variation in linguistics (pp. 121–140). Amsterdam & Philadelphia: John Benjamins. Google Scholar logo with link to Google Scholar
Kang, D.-M. (2014). The effects of study-abroad experiences on EFL learners’ willingness to communicate, speaking abilities, and participation in classroom interaction. System, 421, 319–332. Google Scholar logo with link to Google Scholar
Kao, R. (2001). Where have the prepositions gone? A study of English prepositional verbs and input enhancement in instructed SLA. International Review of Applied Linguistics in Language Teaching, 39(3), 195–215. Google Scholar logo with link to Google Scholar
Kasahara, K. (2011). The effect of known-and-unknown word combinations on intentional vocabulary learning. System, 39(4), 491–499. Google Scholar logo with link to Google Scholar
Kim, Y. C. (2016). Shadow education and the curriculum and culture of schooling in South Korea. New York: Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.Google Scholar logo with link to Google Scholar
Kövecses, Z., & Radden, G. (1998). Metonymy: Developing a cognitive linguistic view. Cognitive Linguistics, 9(1), 37–77. Google Scholar logo with link to Google Scholar
Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied research (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar logo with link to Google Scholar
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.Google Scholar logo with link to Google Scholar
Laufer, B., & Eliasson, S. (1993). What causes avoidance in L2 learning: L1-L2 difference, L1-L2 similarity, or L2 complexity? Studies in Second Language Acquisition, 15(1), 35–48. Google Scholar logo with link to Google Scholar
Lee, S. H., & Muncie, J. (2006). From receptive to productive: Improving ESL learners’ use of vocabulary in a postreading composition task. TESOL Quarterly, 40(2), 295–320. Google Scholar logo with link to Google Scholar
Lewis, M. (2000). Learning in the lexical approach. In M. Lewis (Ed.), Teaching collocation: Further developments in the lexical approach (pp. 155–185). Hove, England: Language Teaching Publications.Google Scholar logo with link to Google Scholar
Li, L., & Walsh, S. (2011). Technology uptake in Chinese EFL classes. Language Teaching Research, 15(1) 99–125. Google Scholar logo with link to Google Scholar
Liamputtong, P. (2011). Focus group methodology: Principles and practice. London: Sage. Google Scholar logo with link to Google Scholar
Liao, Y., & Fukuya, Y. J. (2004). Avoidance of phrasal verbs: The case of Chinese learners of English. Language Learning, 54(2), 193–226. Google Scholar logo with link to Google Scholar
Liontas, J. I. (2002). Exploring second language learners’ notions of idiomaticity. System 30(3), 289–311. Google Scholar logo with link to Google Scholar
Litcofsky, K. A., Tanner, D., & van Hell, J. G. (2016). Effects of language experience, use, and cognitive functioning on bilingual word production and comprehension. International Journal of Bilingualism, 20(6), 666–683. Google Scholar logo with link to Google Scholar
Liu, D. (2011). The most frequently used English phrasal verbs in American and British English: A multicorpus examination. TESOL Quarterly, 45(4), 661–688. Google Scholar logo with link to Google Scholar
Macis, M., & Schmitt, N. (2017). Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations. Language Teaching Research, 21(3), 321–340. Google Scholar logo with link to Google Scholar
Macaro, E., & Masterman, L. (2006). Does intensive explicit grammar instruction make all the difference? Language Teaching Research, 10(3), 297–327. Google Scholar logo with link to Google Scholar
Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 27(3), 405–430. Google Scholar logo with link to Google Scholar
Martinez, R., & Schmitt, N. (2012). A phrasal expressions list. Applied Linguistics, 33(3), 299–320. Google Scholar logo with link to Google Scholar
Mennim, P. (2007). Long-term effects of noticing on oral output. Language Teaching Research, 11(3), 265–280. Google Scholar logo with link to Google Scholar
Mercer, S. (2011). Understanding learner agency as a complex dynamic system. System, 39(4), 427–436. Google Scholar logo with link to Google Scholar
Nakata, T., & Webb, S. (2016). Does studying vocabulary in smaller sets increase learning? The effects of part and whole learning on second language vocabulary acquisition. Studies in Second Language Acquisition, 38(3), 523–552. Google Scholar logo with link to Google Scholar
Nassaji, H., & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14(4), 397–419. Google Scholar logo with link to Google Scholar
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.Google Scholar logo with link to Google Scholar
(2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
(2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Reviews, 63(1), 59–82. Google Scholar logo with link to Google Scholar
Nattinger, J. R., & DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Neufeld, G. G. (1979). Towards a theory of language learning ability. Language Learning, 29(2), 227–241. Google Scholar logo with link to Google Scholar
Park, E. S., & Han, Z.-H. (2008). Learner spontaneous attention in L2 input processing: An exploratory study. In Z.-H. Han (Ed.), Understanding second language process (pp. 106–132). Clevedon, England: Multilingual Matters.Google Scholar logo with link to Google Scholar
Patton, M. Q. (1980). Qualitative evaluation and research methods. Beverly Hills, CA: Sage.Google Scholar logo with link to Google Scholar
(1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.Google Scholar logo with link to Google Scholar
Pica, T. (2005). Second language acquisition research and applied linguistics. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 263–280). Mahwah, NJ: Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
Ruiz de Mendoza, F. J., & Agustín Llach, M. P. (2016). Cognitive Pedagogical Grammar and meaning construction in L2. In S. De Knop & G. Gilquin (Eds.), Applied construction grammar (pp. 151–183). Berlin & New York: de Gruyter Mouton. Google Scholar logo with link to Google Scholar
Ruiz de Mendoza, F. J., & Galera-Masegosa, A. (2011). Going beyond metaphtonymy: Metaphoric and metonymic complexes in phrasal verb interpretation. Language Value, 3(1), 1–29. Google Scholar logo with link to Google Scholar
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. New York: Palgrave Macmillan. Google Scholar logo with link to Google Scholar
(2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951. Google Scholar logo with link to Google Scholar
Schmitt, N., & Redwood, S. (2011). Learner knowledge of phrasal verbs: A corpus-informed study. In F. Meunier, S. deCock, G. Gilquin, & M. Paquot (Eds.), A taste for corpora (pp. 173–207). Amsterdam & Philadelphia: John Benjamins. Google Scholar logo with link to Google Scholar
Schneider, V. I., Healy, A. F., & Bourne, L. E. (2002). What is learned under difficult conditions is hard to forget: Contextual interference effects in foreign vocabulary acquisition, retention, and transfer. Journal of Memory and Language, 46(2), 419–440. Google Scholar logo with link to Google Scholar
Schouten-van Parreren, C. (1989). Vocabulary learning through reading: Which conditions should be met when presenting words in texts? AILA Review, 61, 75–85.Google Scholar logo with link to Google Scholar
Siyanova, A., & Schmitt, N. (2007). Native and nonnative use of multi-word vs one-word verbs. International Review of Applied Linguistics in Language Teaching, 45(2), 109–139. Google Scholar logo with link to Google Scholar
Snodgrass, J. G. (1993). Translating versus picture naming: Similarities and differences. In R. Schreuder & B. Weltens (Eds.), The bilingual lexicon (pp. 83–114). Amsterdam & Philadelphia: John Benjamins. Google Scholar logo with link to Google Scholar
VanPatten, B., & Williams, J. (2015). Introduction: The nature of theories. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 1–16). New York: Routledge.Google Scholar logo with link to Google Scholar
Vaughn, S., Shay Schumm, J., & Sinagub, J. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage. Google Scholar logo with link to Google Scholar
Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition, 30(1), 79–95. Google Scholar logo with link to Google Scholar
(2009). The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC Journal, 40(3), 360–376. Google Scholar logo with link to Google Scholar
Williams, J. (1999). Learner-generated attention to form. Language Learning, 49(4), 583–625. Google Scholar logo with link to Google Scholar
Williams, J., & Evans, J. (1998). What kind of focus and on which forms? In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 139–155). Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Wong, L. L. C., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144–163. Google Scholar logo with link to Google Scholar
Wood, D. (2010). Formulaic language and second language speech fluency: Background, evidence and classroom applications. London: Continuum.Google Scholar logo with link to Google Scholar
Youn, S. J. (2014). Measuring syntactic complexity in L2 pragmatic production: Investigating relationships among pragmatics, grammar, and proficiency. System, 421, 270–287. Google Scholar logo with link to Google Scholar
Cited by (1)

Cited by one other publication

Haugh, Sam & Osamu Takeuchi
2024. Learner knowledge of English phrasal verbs: Awareness, confidence, and learning experiences. International Journal of Applied Linguistics 34:2 ► pp. 656 ff. DOI logo

This list is based on CrossRef data as of 30 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue