Abstract
 
    Phrasal verbs are important in English vocabulary. They are commonly used in oral English. The good command of phrasal verbs can make English learners’ oral English more fluent and native-like. However, phrasal verbs have flexible structures, multiple meanings and are different from Chinese verb or phrasal expressions, which makes it challenging for English learners to grasp and use phrasal verbs. Therefore, this paper intends to investigate English learners’ cognition of phrasal verbs in China to figure out their problems in learning and using phrasal verbs actively. Since English is the most important part in English majors’ study, it also declares relatively higher demands for their command of phrasal verbs, the main findings will be more typical if taking them as the subjects. By the questionnaire-based investigation, the paper aims to figure out English majors’ cognition of phrasal verbs. In the end, the paper will summarize the main findings of this study are summarized as follows: 1. Phrasal verbs with multiple meanings and flexible structures do cause difficulties for students’ acquisition of phrasal verbs. Most English majors avoid using phrasal verbs because of these factors. 2. Due to the washback effect of English tests, students’ input and output concerning phrasal verbs are seriously unbalanced. Especially, their performance in output is unsatisfying. 3. For English majors, there is a gap between their actual use of phrasal verbs and their expectation. The gap is more conspicuous in their oral English. 4. Most students think that lack efficient ways to memorize the meanings and the different verbal structures in their mother tongue do make negative effects on their acquisition of English phrasal verbs. 5. Pedagogical implications: teachers should encourage students to use phrasal verbs in their English production. They should explore effective ways to teach phrasal verbs according to previous studies. Besides, a reform in English test is essential to improve students output of phrasal verbs.

Key Words: phrasal verbs  usage of phrasal verbs  cognition of phrasal verbs

摘 要

    短语动词是英语词汇的重要组成部分，它们广泛地出现在英语口语中，掌握好短语动词能让英语学习者口语表达更加流利、地道。由于短语动词的结构灵活，词义丰富，与汉语动词或词组的表达方式存在差异，这对英语学习者理解和掌握短语动词造成了困难。因此，本论文试图调查英语学习者对短语动词的认知以便找出他们在学习和使用短语动词时的困难。因为英语是英语专业学生学习的重点，这自然也对他们短语动词的掌握提出了更高要求。因此，以英语专业学生为调查对象所发现的结果会更具典型性。本论文旨在通过调查，了解学生对短语动词的认知。以下是本研究的主要发现：（一）、短语动词词义丰富，结构复杂确实给学生的学习造成了一定困难。大多数英语专业的学生也因此回避使用短语动词；（二）、由于英语考试的反拨作用，英语专业学生对短语动词的输入和输出不平衡，而且存在很大差距。在他们使用短语动词过程中，对短语动词的输出表现并不理想；（三）、英语专业学生对学习短语动词的期望和他们实际使用短语动词的情况存在差异。尤其是在口语表达中，这种差异更为明显；（四）、大多数学生表示缺少记忆短语动词的方法以及短语动词和母语动词结构的差异对他们掌握短语动词产生了消极影响。（五)、教学启示：教师应当重视学生短语动词的习得，鼓励学生在英语表达中使用短语动词并且根据学生的习得情况研究出教授短语动词的方法。此外，短语动词的考查形式有必要进行改革，以此来提高学生短语动词的输出能力。

关键词：短语动词  使用情况  短语动词的认知