Abstract:

Phrasal verbs, which are important features of English vocabulary, can be definedas linguistic units that are composed of a verb-preposition or a verb-particle combination. These linguistic combinations do not always reflect their literal meanings and this causes difficulties for students when learning phrasal verbs. Thisstudy aims to provide a teaching process which deals well with these difficulties. Inorder to reach this aim, a linguistic point of view in teaching phrasal verbs is presented, where linguistic motivations of phrasal verbs are introduced. During thisprocess, Rudzka-Ostyn’s (2003) conceptual framework for teaching Englishphrasal verbs is used as a reference. This study, which brings forward the semanticfeatures and cognitive motivations of phrasal verbs, is limited to phrasal verbswhich consist of opposite particles such as up-down and in-out. In the study, firstthe semantic features and cognitive motivations of phrasal verbs are introduced.Then, sample activities to be used when teaching phrasal verbs are presented

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