The present study examined the relationships between second language (L2) English learners’ mindfulness and their memorization/learning of figurative meaning senses of L2 phrasal verbs (PVs). One hundred and twenty Chinese university students participated in the study. The research instruments were the Five Facet Mindfulness Questionnaire (FFMQ), a receptive and productive PV tests, and focus group interviews. The results showed that there were strong and significant correlations between the FFMQ and the tests. In addition, mindfulness levels correlated almost equally to receptive and productive gains. Further, differences among three groups of the students formed according to scores on the PV tests were significant in terms of scores on the FFMQ. Among facets of the FFMQ, ‘Non-reactivity’ was revealed to be the strongest predictor for the students’ performance in the PV tests. Based on the findings of the study, research and pedagogical implications are discussed.
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