Abstract This study examines factors that might determine EFL learners' receptive and productive knowledge of polysemous phrasal verbs. The factors include (1) raw phrasal verb frequency, (2) sense-based phrasal verb frequency, (3) entrenchment or individual word frequency, (4) sense opacity, (5) L2 estimated proficiency, and (6) the amount and type of L2 exposure. Sixty EFL learners (L1 Arabic) in Saudi Arabia were administered productive (gap-fill) and receptive (multiple-choice) tests assessing their knowledge of 100 phrasal verb senses. The participants knew almost a third of the 100 senses productively but half of these receptively. Mixed-effects modelling results show that on the productive side, the strongest predictor was corpus-derived frequency (both raw and sense-based), followed by opacity, estimated proficiency and the time spent watching films/videos/TV in English. On the receptive side, only sense-based frequency, opacity, estimated proficiency, and particle frequency predicted knowledge. These results have important implications for the learning and teaching of polysemous phrasal verbs in the EFL context, as they identify factors that might make a phrasal verb sense worthy of teaching time and effort.

中文翻译：

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多义词短语动词的生产性与接受性 L2 知识：决定因素的比较

摘要 本研究考察了可能决定 EFL 学习者对多义短语动词的接受性和生产性知识的因素。这些因素包括（1）原始短语动词频率，（2）基于意义的短语动词频率，（3）强化或单个词频率，（4）意义不透明度，（5）L2估计熟练程度，以及（6）数量和L2 暴露类型。沙特阿拉伯的 60 名 EFL 学习者（L1 阿拉伯语）接受了生产性（填空）和接受性（多项选择）测试，以评估他们对 100 个短语动词意义的了解。参与者有效地了解了 100 种感官中的近三分之一，但其中一半是接受性的。混合效应建模结果表明，在生产力方面，最强的预测因子是语料库衍生的频率（原始和基于感觉的），其次是不透明度，估计的英语熟练程度和观看电影/视频/电视所花费的时间。在接受方面，只有基于感觉的频率、不透明度、估计熟练度和粒子频率预测知识。这些结果对 EFL 语境中多义词短语动词的学习和教学具有重要意义，因为它们确定了可能使短语动词有意义的因素值得教授时间和精力。