The Role of Particles in Learner Phrasal Verb Knowledge

Phrasal verbs, like many types of formulaic language, present a challenge for learners of English to master. While phrasal verbs are pervasive in the English language, many non-native speakers of English, even those with high proficiency, struggle to understand and produce them fluently (Gardner & Davies, 2007; Garnier & Schmitt, 2016; Larsen-Freeman & Celce-Murcia, 2015; Schmitt & Redwood, 2011; Siyanova & Schmitt, 2007; Strong & Boers, 2019). This underuse of phrasal verbs by non-native speakers causes them to sound unnatural, especially in speech (Larsen-Freeman & Celce-Murcia, 2015). Many researchers have investigated phrasal verb knowledge, learning, and use by English learners and a variety of causes have been speculated; however, understanding of the underlying causes of this phenomenon is far from conclusive. Some researchers have shown that learners have trouble mastering the multitude of meanings, especially those that are more idiomatic (Gardner & Davies, 2007; Garnier & Schmitt, 2016; and others). Schmitt and Redwood (2011) argued “the opaque and idiomatic nature of some phrasal verbs presents obvious difficulties for learners and these problems are compounded when we take into account the significant number of phrasal verbs that are also polysemous” (p. 174). These factors are possible key factors in making phrasal verbs difficult for learners to master.