小品词的隐喻性对理解和产出短语动词的影响
The Metaphorical Nature of Particles and Its Impact on the Comprehension and Production of Phrasal Verbs

短语动词一直是学习英语的难点和痛点。本文旨在研究小品词的隐喻性对大学生理解和产出短语动词的影响。研究采用问卷调查与测试的方法，评定了受试者对短语动词的熟悉度，并且设计了理解知识测试与产出知识测试。我们用SPSS分析了实验数据，研究结果表明：(1) 大学生普遍回避短语动词；(2) 小品词的隐喻多样性导致理解和产出困难。相比于非隐喻短语动词，学习者对小品词隐喻义的理解能力不足；在知识产出中存在回避现象，尤其是对于隐喻性短语动词，回避现象更加显著。(3) 小品词隐喻义的熟悉程度与短语动词的理解力之间存在显著相关性。综上所述，小品词隐喻义的存在性和多样性是大学生难以理解和产出短语动词的主要原因。由于短语动词在英汉中存在明显的结构和语义差异，母语迁移也是造成短语动词习得困难的因素。这些结论为短语动词的教学提供了启示，培养小品词的隐喻思维和隐喻能力对二语教学至关重要。
Phrasal verbs have always been a challenging and problematic aspect of learning English. This study aims to investigate the impact of the metaphorical nature of particles on college students’ comprehension and production of phrasal verbs. The research employed a method of questionnaire surveys to assess the participants’ familiarity with phrasal verbs, and designed comprehension and production knowledge tests. The experimental data was analyzed using SPSS, and the results indi-cated: (1) College students generally tend to avoid phrasal verbs; (2) The diversity of metaphorical meanings of particles leads to difficulties in comprehension and production. Compared to non-metaphorical phrasal verbs, learners have insufficient understanding of the metaphorical meanings of particles, leading to avoidance in knowledge production, especially for metaphorical phrasal verbs, where the avoidance phenomenon is more significant; (3) There is a significant cor-relation between the familiarity of the metaphorical meanings of particles and the comprehension of phrasal verbs. In conclusion, the existence and diversity of metaphorical meanings of particles are the main reasons for college students' difficulty in comprehending and producing phrasal verbs. Additionally, with the structural and semantic differences between phrasal verbs in English and Chinese, L1 transfer contributes to the difficulty in acquiring phrasal verbs. These findings provide insights for the teaching of phrasal verbs, emphasizing the importance of nurturing metaphorical thinking and abilities in teaching second language learners.