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This paper presents the results of an empirical study on phrasal verbs with to come, to give, to go, to get, and to take and up, down, out as complements. Presuming that in many instances the overall meaning of PVs cannot be adequately inferred from the senses of their constituent parts (e.g., to make up for ⇒ to compensate), it is hypothesized that raising awareness for the underlying conceptual motivation of the verbs and the particles helps learners study PVs more efficiently.

yearbook of the german cognitive linguistics association

Conceptual motivation as a tool for raising language awareness in the English as a foreign language classroom – Does it enhance learning outcomes? Insights from an empirical study