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Abstract：This paper aims to give a comprehensive picture of studies on phrasal verbs in recent 30 years to present the major findings of research. Previous researches have focused on different perspectives for the study of this topic，and it appears that they’ve got the same result that conceptual metaphor has a positive effect on students’acquisition of phrasal verbs.
Key words：phrasal verbs；cognitive linguistics；conceptual；metaphor
1 Phrasal verbs and EFL learners
Some studies on phrasal verbs have been concentrated on ESL learners at different levels to see how learners avoid using them （Dagut&Laufer，1985；Guo，2013）.They studied the avoidance of phrasal verbs by Hebrew students of English and found that Hebrew students avoid using phrasal verbs because the structural differences between their native language and English.Zhang（2007）studied the avoidance of PVs by Chinese learners with regard to their proficiency levels（advanced，intermediate）and PVs types（figurative，literal）.The result indicated that intermediate learners avoided using English PVs.The analysis and the interview showed that semantic features of PVs，leaners’proficiency level，learning environment and strategy all caused the avoidance of PVs.However，contrary to the findings of Dagut and Zhang，Guo（2013）did not find the avoidance of phrasal verbs of Chinese learners.Working with 64 non-English majors，he found that the participants did not avoid using phrasal verbs.
2 Cognitive Linguistics and Acquisition of Phrasal Verbs
In recent years，cognitive linguistics has been used to study second language acquisition（SLA）especially the acquisition of idiomatic expressions（Yasuda，2010；Lee，2012）.Lee utilized cognitive linguistic instruction of English phrasal verbs with particles up，out and over produced by 32 intermediate graduate students enrolled for the course of international teaching assistances at the Pennsylvania State University.He developed the Schemas for the Orienting Basis of Action（SCOBAs）to accompany the metaphorical aspects of phrasal verbs.The findings showed that concept-based instruction enhanced students’systematic understanding of phrasal verbs and their explanations were improved and became semantically rich.All the studies above have proved the significance of cognitive linguistic approach in teaching and learning PVs，especially metaphors.
3 Conceptual Metaphor and Acquisition of Phrasal Verbs
Conceptual metaphor was defined as“understanding and experiencing one kind of thing in terms of another”（Lakoff and Johnson，1980）.Based on conceptual metaphor，researchers have studied English prepositions and polysemy（Csabi，2004）.In relation to conceptual metaphor，the orientational metaphor embedded in PVs was mostly studied（Yasuda，2010）.Yasuda compared the traditional teaching of phrasal verbs with orientational metaphors to the acquisition of phrasal verbs.His study showed that the experimental group scored much more than the traditional group，which indicated the positive effect of orientational metaphors.Previous studies on conceptual metaphor have contributed a lot to both theoretical significance and practical guidance. References
[1]Akbari，O.A Corpus Based Study on Malaysian ESL Learners’Use of Phrasal Verbs in Narrative Compositions.Universiti Putra Malaysia，Serdang，2009.
[2]Csábi，S.A cognitive linguistic view of polysemy in English and its implications for teaching.[A]InM.Achard& S.Niemeier（Eds.）.Cognitive linguistics，second language acquisition，and foreign language teaching[C].Berlin：Mouton de Gruyter，2004：233-256.
[3]Lakoff，G.&JohnsonM.Metaphors We Live by[M].Chicago：The University of Chicago Press，1980.
[4]Lee.H.Concept-Based Approach to Second Language Teaching and Learning：Cognitive Linguistics-Inspired Instruction of English Phrasal Verbs[D].ph.D.Dissertation.The Pennsylvania State University，2012.
[5]Talebinejat，M.R.&Sadri，E.Applying cognitive linguistics to teaching conceptual basis of up and down in phrasal verbs[J].Journal of Basic and Applied Scientific Research，2013，3（1）：333-340.
[6]Yasuda，S.Learning phrasal verbs through conceptual metaphors：A case of Japanese EFL learners[J].TESOL Quarterly，2010，44（2）：250-273.
[7]國伟.中国学习者英语短语动词回避倾向的实证研究[J].解放军外国语学院学报，2013，36（4）：73-77.
[8]张彬.英语学习者对英语短语动词的回避现象研究[J].解放军外国语学院学报，2007，（6）：60-64.
作者简介
王颖超（1995.12—），女，汉族，山西运城人，现就读陕西师范大学，外国语学院学科教学（英语）专业。
Key words：phrasal verbs；cognitive linguistics；conceptual；metaphor
1 Phrasal verbs and EFL learners
Some studies on phrasal verbs have been concentrated on ESL learners at different levels to see how learners avoid using them （Dagut&Laufer，1985；Guo，2013）.They studied the avoidance of phrasal verbs by Hebrew students of English and found that Hebrew students avoid using phrasal verbs because the structural differences between their native language and English.Zhang（2007）studied the avoidance of PVs by Chinese learners with regard to their proficiency levels（advanced，intermediate）and PVs types（figurative，literal）.The result indicated that intermediate learners avoided using English PVs.The analysis and the interview showed that semantic features of PVs，leaners’proficiency level，learning environment and strategy all caused the avoidance of PVs.However，contrary to the findings of Dagut and Zhang，Guo（2013）did not find the avoidance of phrasal verbs of Chinese learners.Working with 64 non-English majors，he found that the participants did not avoid using phrasal verbs.
2 Cognitive Linguistics and Acquisition of Phrasal Verbs
In recent years，cognitive linguistics has been used to study second language acquisition（SLA）especially the acquisition of idiomatic expressions（Yasuda，2010；Lee，2012）.Lee utilized cognitive linguistic instruction of English phrasal verbs with particles up，out and over produced by 32 intermediate graduate students enrolled for the course of international teaching assistances at the Pennsylvania State University.He developed the Schemas for the Orienting Basis of Action（SCOBAs）to accompany the metaphorical aspects of phrasal verbs.The findings showed that concept-based instruction enhanced students’systematic understanding of phrasal verbs and their explanations were improved and became semantically rich.All the studies above have proved the significance of cognitive linguistic approach in teaching and learning PVs，especially metaphors.
3 Conceptual Metaphor and Acquisition of Phrasal Verbs
Conceptual metaphor was defined as“understanding and experiencing one kind of thing in terms of another”（Lakoff and Johnson，1980）.Based on conceptual metaphor，researchers have studied English prepositions and polysemy（Csabi，2004）.In relation to conceptual metaphor，the orientational metaphor embedded in PVs was mostly studied（Yasuda，2010）.Yasuda compared the traditional teaching of phrasal verbs with orientational metaphors to the acquisition of phrasal verbs.His study showed that the experimental group scored much more than the traditional group，which indicated the positive effect of orientational metaphors.Previous studies on conceptual metaphor have contributed a lot to both theoretical significance and practical guidance. References
[1]Akbari，O.A Corpus Based Study on Malaysian ESL Learners’Use of Phrasal Verbs in Narrative Compositions.Universiti Putra Malaysia，Serdang，2009.
[2]Csábi，S.A cognitive linguistic view of polysemy in English and its implications for teaching.[A]InM.Achard& S.Niemeier（Eds.）.Cognitive linguistics，second language acquisition，and foreign language teaching[C].Berlin：Mouton de Gruyter，2004：233-256.
[3]Lakoff，G.&JohnsonM.Metaphors We Live by[M].Chicago：The University of Chicago Press，1980.
[4]Lee.H.Concept-Based Approach to Second Language Teaching and Learning：Cognitive Linguistics-Inspired Instruction of English Phrasal Verbs[D].ph.D.Dissertation.The Pennsylvania State University，2012.
[5]Talebinejat，M.R.&Sadri，E.Applying cognitive linguistics to teaching conceptual basis of up and down in phrasal verbs[J].Journal of Basic and Applied Scientific Research，2013，3（1）：333-340.
[6]Yasuda，S.Learning phrasal verbs through conceptual metaphors：A case of Japanese EFL learners[J].TESOL Quarterly，2010，44（2）：250-273.
[7]國伟.中国学习者英语短语动词回避倾向的实证研究[J].解放军外国语学院学报，2013，36（4）：73-77.
[8]张彬.英语学习者对英语短语动词的回避现象研究[J].解放军外国语学院学报，2007，（6）：60-64.
作者简介
王颖超（1995.12—），女，汉族，山西运城人，现就读陕西师范大学，外国语学院学科教学（英语）专业。