Abstract: This thesis aims at making an experimental study of English phrasal verbs, i.e., "V+P+P" construction. The subjects are first year English majors. They are divided into two groups: experimental and controlled groups, to which the cognitive linguistic approach and the traditional teaching method are applied respectively. The findings are: (1) Compared with the "V+P" construction, the "V+P+P" construction is more difficult to learn, the reason for which is the latter is more complicated in processing and used not so frequently. (2) The cognitive linguistic approach is more effective than the traditional teaching method in teaching the "V+P+P" construction, the reason for which is the former can give cognitive motivations for the interpretation of English phrasal verbs.