Fostering The Acquisition of Phrasal Verbs Through Task-Induced Involvement Load

Phrasal verbs have been the source of frustration for learners of English. Many students talk about the difficulties they have using the phrasal verbs. Phrasal verbs are widely used by native speakers of English but they have been found to be difficult for second language learners to master. The present research aimed at investigating the effects of different task types, based on the involvement load hypothesis, might have on the Iranian intermediate EFL students learning of phrasal verbs. In an experimental research study conducted with a total number of 45 EFL students majoring English language literature, the students were randomly divided into three groups with different task types. The data were collected by conducting different tests such as pre-test, post-test, and delayed post-test of phrasal verbs. Based on the results gained, both null hypotheses regarding the initial learning and the retention of phrasal verbs were rejected while the effect of the higher involvement load on learning and retention of phrasal verbs were confirmed. The results will be useful for English language learners and teachers while dealing with phrasal verbs in and out of classroom.