Learning phrasal verbs is significantly complicated by the fact that many phrasal verbs
have multiple meanings (Gardner and Davies, 2007: 352) and that textbooks typically cover
only a subset of these meanings (Zarifi and Mukundan, 2015: 793). Therefore, this research
aims to determine whether the knowledge of specific meanings of English phrasal verbs
among high school students at B2 level of English proficiency is influenced by the
representation of phrasal verbs in textbooks. The main hypothesis posited was that students
would have a better understanding of the meanings of phrasal verbs present in the textbooks
compared to other meanings of the same phrasal verbs that were not covered in the
textbooks. Furthermore, it was assumed that students with higher grades in English would
achieve better results. The research results indicate that students are more familiar with the
meanings of phrasal verbs that are addressed in textbooks, and that those with higher
grades in English perform better, thereby confirming our both hypotheses.
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