Phrasal verbs are important for successful communication and yet are incredibly challenging for language learners. The current study compared two exercise formats for the learning of phrasal verbs. One format draws attention to the verb, while the other brings into focus the particle. In the verb-focused format, students were asked to guess the missing verb before receiving feedback. In the particle-focused format, they were told to guess the missing particle before feedback was presented. The results of a cued-recall test showed that the recall of phrasal verbs was enhanced more effectively in the particle-focused format than in the verb-focused format, although this advantage diminished after one week. A multiple-choice test revealed no significant difference between the two methods in terms of their impact on the recognition of phrasal verbs. The current study also aimed to test the prediction of the episodic recollection hypothesis, which specifies that memory of the initial guess plays a critical role in the subsequent recall of the correct answer. It was also found that asking students to recall their initial guess moderated their performance in the posttest. Overall, the findings of the current study suggest that the particle-focused format boosts the memory of phrasal verbs and that to minimize the adverse effects of proactive interference, it is vital for students to remember their errors. This means that teachers would be advised to focus on exercises that provide the verb and encourage guessing of the particle.

中文翻译：

---

比较以动词为中心和以助词为中心的练习形式对短语动词的回忆和识别的有效性

短语动词对于成功的交流很重要，但对于语言学习者来说却具有极大的挑战性。当前的研究比较了两种学习短语动词的练习形式。一种格式将注意力吸引到动词上，而另一种格式则将注意力集中在助词上。在以动词为中心的格式中，学生被要求在收到反馈之前猜测缺少的动词。在以粒子为中心的格式中，他们被告知在提供反馈之前猜测丢失的粒子。提示回忆测试的结果表明，以助词为中心的格式比以动词为中心的格式更有效地增强了短语动词的回忆，尽管这种优势在一周后减弱。多项选择测试显示，两种方法对短语动词识别的影响没有显着差异。目前的研究还旨在测试情景记忆假设的预测，该假设指出最初猜测的记忆在随后回忆正确答案中起着至关重要的作用。研究还发现，要求学生回忆起他们最初的猜测会影响他们在后测中的表现。总体而言，当前研究的结果表明，以助词为中心的格式可以增强对短语动词的记忆，为了最大限度地减少主动干扰的不利影响，学生记住自己的错误至关重要。这意味着建议教师重点关注提供动词并鼓励猜测助词的练习。