Young EFL Learners’ Processing of Phrasal Verbs: An Experimental Approach

Research has shown that EFL learners face specific difficulties when processing phrasal verbs, mainly due to the fact that identical or similar expressions rarely exist in their mother tongue. Though some studies on second language acquisition have explored the development of figurative language competence and the strategies employed for the interpretation of phrasal verbs, limited research based information is available as regards the relationship between such a processing and learners' reading comprehension performance according to their level of English language competence. This paper reports on a one-year study that aimed at investigating the development of young learners’ reading competence in relation to comprehending phrasal verbs. A total of 50 young EFL students aged 9 to 12 years old took part in the study. The findings could provide practical guidance to EFL instructors, material developers and test designers with regard to the type of reading comprehension difficulties EFL learners face when exposed to phrasal verbs while learning English as a Foreign Language.