Vol. 19:1 (2021) ► pp.172–205
L2 English learners’ knowledge of figurative meaning senses of phrasal verbs
While phrasal verbs (PVs) represent “a problematic feature of English vocabulary” (Garnier & Schmitt, 2016, 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
https://doi.org/10.1075/rcl.00080.kan