Rethinking phrasal verb acquisition: Conceptual metaphor instruction versus retrieval practice

Abstract

Before the introduction of conceptual metaphors, traditional rote memorization tasks were the primary methods for teaching English phrasal verbs (PVs). Verb and particle combinations in idiomatic PVs were considered arbitrary, leaving learners with few options beyond memorizing lists. As a result, learners often avoided PVs in favor of single-word alternatives due to their perceived ambiguity. Research in EFL contexts later explored conceptual metaphors as a means of improving PV acquisition and reported greater effectiveness compared to rote memorization. However, subsequent reviews of the literature found that these results may reflect the inadequacy of traditional tasks rather than the superiority of conceptual metaphors. To address this issue, the present study replaced rote memorization with a more robust vocabulary learning technique: retrieval practice. Eighty-five non-English majors at a Japanese university participated in an online study during the Covid-19 lockdowns. Results revealed no statistically significant difference (p > .05) between the conceptual metaphor and retrieval groups, indicating that conceptual metaphors are not the only effective method for facilitating PV acquisition.