Comparing Form-focused Retrieval and Meaning-inferencing Approaches to Phrasal Verb Learning by Korean EFL Learners

English phrasal verbs (PVs) pose significant learning challenges for EFL learners due to their structural complexity and non-compositional meaning. Yet few studies have directly compared form-focused and meaning-focused approaches to PV learning. To address this gap, the present study examined the effects of two form-focused methods, particle-focused retrieval (PR) and chunk-focused retrieval (CR), and one meaning- focused method, meaning-inferencing (MI), conceptualized as structural and semantic elaboration, respectively. Using a within-subject design, 36 Korean adult EFL learners completed all three conditions. Learners’ recall of both PV form and meaning was assessed through immediate and two-week delayed post-tests, supplemented by surveys and semi-structured interviews. Results revealed no significant differences among PR, CR, and MI for meaning recall. For form recall, PR outperformed the other conditions at both time points, although its advantage diminished over time and became comparable to CR. Learner perceptions did not align with performance outcomes: MI was most preferred despite weaker recall, whereas PR, the least favored, yielded the strongest results. These findings underscore the effectiveness of retrieval-based practice, particularly particle-focused retrieval, for supporting accurate PV form learning, while suggesting that meaning-inferencing strategies may be more sensitive to individual learner characteristics. The study contributes to a more nuanced understanding of how different learning conditions support distinct aspects of complex multi-word expression learning.