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Approaches to Teaching Phrasal Verbs: Insights from Corpus Research, Instructional Methods, and Cognitive Linguistics

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Title: Approaches to Teaching Phrasal Verbs: Insights from Corpus Research, Instructional Methods, and Cognitive Linguistics
Language: English
Authors: Brian Strong
Source: TESL Canada Journal. 2025 42(2):93-105.
Availability: TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: https://teslcanadajournal.ca/index.php/tesl
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Verbs, Second Language Instruction, Language Research, Educational Research, Form Classes (Languages), English (Second Language), Teaching Methods, Linguistic Input, Competency Based Education, Feedback (Response), Recall (Psychology)
ISSN: 0826-435X
1925-8917
Abstract: Phrasal verbs present persistent challenges for second language (L2) learners due to their figurative meanings, multiple interpretations, and variable word order. This article reviews five strands of research that contribute to effective phrasal verb instruction: corpus-based studies, which identify what to teach, and four instructional approaches--input-based, output-based, retrieval-based, and cognitive linguistic--that offer insights into how to teach. Corpus studies identify high-frequency phrasal verbs, common meanings, and register variation, while learner corpus research reveals patterns of underuse and cross-linguistic influence. Instructional studies show that textual enhancement promotes noticing, and output and retrieval tasks improve retention when carefully sequenced. Cognitive linguistic (CL) approaches foster generalization through conceptual metaphors and particle meanings, though their success depends on learner readiness. Despite these advances, most strands have been examined in isolation. This review calls for research on integrated instructional sequences that align corpus-informed selection, CL scaffolding, and retrieval practice. It also highlights the need to investigate how retrieval and communicative output can be coordinated to support durable, flexible phrasal verb use in L2 learning.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486156
Database: ERIC
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  Data: Approaches to Teaching Phrasal Verbs: Insights from Corpus Research, Instructional Methods, and Cognitive Linguistics
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  Data: TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: https://teslcanadajournal.ca/index.php/tesl
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  Data: Phrasal verbs present persistent challenges for second language (L2) learners due to their figurative meanings, multiple interpretations, and variable word order. This article reviews five strands of research that contribute to effective phrasal verb instruction: corpus-based studies, which identify what to teach, and four instructional approaches--input-based, output-based, retrieval-based, and cognitive linguistic--that offer insights into how to teach. Corpus studies identify high-frequency phrasal verbs, common meanings, and register variation, while learner corpus research reveals patterns of underuse and cross-linguistic influence. Instructional studies show that textual enhancement promotes noticing, and output and retrieval tasks improve retention when carefully sequenced. Cognitive linguistic (CL) approaches foster generalization through conceptual metaphors and particle meanings, though their success depends on learner readiness. Despite these advances, most strands have been examined in isolation. This review calls for research on integrated instructional sequences that align corpus-informed selection, CL scaffolding, and retrieval practice. It also highlights the need to investigate how retrieval and communicative output can be coordinated to support durable, flexible phrasal verb use in L2 learning.
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