Abstract
The emergence of the lexical syllabus and the recognition of the key function of phrasal verbs in language acquisition and fluency gave way to the inclusion of these notoriously challenging structures in the ESL/EFL curriculum. Of main pedagogic concern, therefore, is, with the sheer number of phrasal verbs in the English language and the limited volume of course books, whether the selection and presentation of these forms is informed by research findings. Findings from the current corpus-based study revealed that that selction of these forms in the Malaysian ESL textbooks were more intuitively than empirically-based. Index Terms—adverb particles, corpus linguistics, content analysis, ESL materials, phrasal verbs, textbook analysis
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