Specific Features of Learning English Phrasal Verbs By 8–9th Grade Students

This article discusses the specific features of learning English phrasal verbs by 8–9th grade students in the context of foreign language education. Phrasal verbs represent one of the most challenging lexical-grammatical units for school learners because their meaning often cannot be understood through the separate meanings of the verb and the particle. The article analyzes the linguistic, cognitive, semantic and methodological features that influence students’ acquisition of phrasal verbs. Special attention is paid to cross-linguistic interference, literal translation, semantic opacity, polysemy, separability, contextual dependence and age-related learning characteristics. The theoretical basis of the article relies on contrastive analysis, language transfer theory, error analysis, interlanguage theory, lexical approach and communicative language teaching.

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