This dissertation investigates an area of notorious difficulty for learners of English as a Foreign Language (EFL) within the framework of Cognitive Linguistics. Research from previous studies has indicated that phrasal verb learning may be more effective if a Cognitive Linguistic approach is adopted. However, the quantitative and qualitative research in this dissertation demonstrates that the approach, once integrated into a regular, classroom-based EFL programme, does not consistently yield significant learning gains. Further qualitative investigations highlighted the fact that the benefits of the approach have less to do with the Cognitive Linguistic explanations than with their compatibility with other learning strategies, such as employing imagery and grouping information. In addition, the approach is most suited to phrasal verbs that are already partially familiar to students. However, for other phrasal verbs the Cognitive Linguistic approach may even impede learning. In addition, the implications for phrasal verb pedagogy are then presented and discussed.

This dissertation investigates an area of notorious difficulty for learners of English as a Foreign Language (EFL) within the framework of Cognitive Linguistics. Research from previous studies has indicated that phrasal verb learning may be more effective if a Cognitive Linguistic approach is adopted. However, the quantitative and qualitative research in this dissertation demonstrates that the approach, once integrated into a regular, classroom-based EFL programme, does not consistently yield significant learning gains. Further qualitative investigations highlighted the fact that the benefits of the approach have less to do with the Cognitive Linguistic explanations than with their compatibility with other learning strategies, such as employing imagery and grouping information. In addition, the approach is most suited to phrasal verbs that are already partially familiar to students. However, for other phrasal verbs the Cognitive Linguistic approach may even impede learning. In addition, the implications for phrasal verb pedagogy are then presented and discussed.