Processing of English Formulas by L1, L2, and Bilingual English Speakers Based on Formulaicity and Formula Type
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study explores how native English speakers, non-native English speakers, and bilingual speakers process formulaic phrases compared to non-formulaic phrases and investigates whether processing different types of formulaic sequences gives a comparative advantage or incurs processing costs. Three groups of speakers performed grammaticality judgment tasks: L1 native English speakers (ES), English bilingual speakers (EB), and Korean speakers learning English as an L2 (KS). For the type of stimuli under consideration, English idioms, phrasal verbs and collocations were used for psycholinguistic experiments. First, for all three groups, our results show that formulaic phrases are processed more rapidly and accurately than similar nonformulaic phrases. We suggest that for all three speaker groups, formulaic phrases are represented as whole units as if they are single lexical items and processed as holistically as other morphologically complex words. Second, each formula type is processed with different response times and accuracy for all three groups. This suggests that different formulas are stored, retrieved and organized in a distinct manner in each group’s mental lexicons, reflected in response latency, conceivably due to different formulaicity or semantic opacity. Furthermore, we show that conventionalized phrases, such as idioms and collocations, are processed more quickly and accurately by L1 English or English bilingual speakers, compared to Korean L2 English speakers. This implies that these formulas are problematic for L2 learners’ acquisition or vocabulary expansion. Finally, this study shows that the n-gram frequency or length of the formulas mediate the processing by all three groups, suggesting the possibility of frequency being encoded as part of lexicalized formulas.
Abstract
This study explores how native English speakers, non-native English speakers, and bilingual speakers process formulaic phrases compared to non-formulaic phrases and investigates whether processing different types of formulaic sequences gives a comparative advantage or incurs processing costs. Three groups of speakers performed grammaticality judgment tasks: L1 native English speakers (ES), English bilingual speakers (EB), and Korean speakers learning English as an L2 (KS). For the type of stimuli under consideration, English idioms, phrasal verbs and collocations were used for psycholinguistic experiments. First, for all three groups, our results show that formulaic phrases are processed more rapidly and accurately than similar nonformulaic phrases. We suggest that for all three speaker groups, formulaic phrases are represented as whole units as if they are single lexical items and processed as holistically as other morphologically complex words. Second, each formula type is processed with different response times and accuracy for all three groups. This suggests that different formulas are stored, retrieved and organized in a distinct manner in each group’s mental lexicons, reflected in response latency, conceivably due to different formulaicity or semantic opacity. Furthermore, we show that conventionalized phrases, such as idioms and collocations, are processed more quickly and accurately by L1 English or English bilingual speakers, compared to Korean L2 English speakers. This implies that these formulas are problematic for L2 learners’ acquisition or vocabulary expansion. Finally, this study shows that the n-gram frequency or length of the formulas mediate the processing by all three groups, suggesting the possibility of frequency being encoded as part of lexicalized formulas.
참고문헌 (58)
- Aldahesh, A. Y., "Teaching English phrasal verbs to non-native speakers of English", Arab World English Journal, 4, pp.90~107 (2013)
- Arnon, I., "More than words : Frequency effects for multi-word phrases", Journal of Memory and Language, 62, pp.67~82 (2010)
- Baayen, H., "Mixed-effects modeling with crossed random effects for subjects and items", Journal of Memory and Language, 59(4), pp.390~412 (2008)
- Bahns, J., "Should we teach EFL students collocations", System, 21, pp.101~114 (1993)
- Bannard, C., "Stored word sequences in language learning : The effect of familiarity on children’s repetition of four-word combinations", Psychological Science, 19, pp.241~248 (2008)
- Bates, D., "Fitting linear mixed-effect models using lme4", Journal of Statistical Software, 67(1), pp.1~48 (2015)
- Bell, A., "Effects of disfluencies, predictability, and utterance position on word form variation in English conversation", The Journal of the Acoustical Society of America, 113, pp.1001~1024 (2003)
- Biber, D., "A corpus-driving approach to formulaic language in English : Multi-word patterns in speech and writing", International Journal of Corpus Linguistics, 14, pp.275~311 (2009)
- Bybee, J., "From usage to grammar : The mind’s response to repetition", Language, 82(4), pp.711~733 (2006)
- Bybee, J., "The effect of usage on degree of constituency : The reduction of don’t in American English", Linguistics, 37, pp.575~596 (1999)
- Cieslicka, A., "Literal salience in on-line processing of idiomatic expressions by second language learners", Second Language Research, 22, pp.115~144 (2006)
- Conklin, K., "Formulaic sequences : Are they process more quickly than nonformulaic language by native and nonnative speakers", Applied Linguistics, 29(1), pp.72~89 (2008)
- Cooper, T., "Processing of idioms by L2 learners of English", TESOL Quarterly, 33, pp.233~262 (1999)
- Cornell, A., "Realistic goals in teaching and learning phrasal verbs", IRAL, XXIII(4), pp.269~280 (1985)
- Cowie, A. P., "Vocabulary and applied linguistics", pp.1~12 (1992), Macmillan
- Erman, B., "The idiom principle and the open-choice principle", Text, pp.29~62 (2000)
- Farghal, M., "Collocations : A neglected variable in EFL", International Review of Applied Linguistics, 33, pp.315~331 (1995)
- Fleming, K. K., "Phonologically mediated priming in spoken and printed word recognition", Journal of Experimental Psychology: Learning, Memory, & Cognition, 19, pp.272~284 (1993)
- Forster, P., "Researching pedagogical tasks: Second language learning, teaching and assessment", pp.75~97 (2001), Pearson
- Gibbs, R., "Metaphor in idiom comprehension", Journal of Memory and Language, 37(2), pp.141~154 (1997)
- Gibbs, R., "How to kick the bucket and not decompose : Analyzability and idiom processing", Journal of Memory and Language, 28, pp.576~593 (1989)
- Granger, S., "Phraseology in foreign language learning and teaching", pp.247~252 (2008), Benjamins
- Gregory, M., "The effects of collocational strength and contextual predictability in lexical production", Proceedings of Chicago Linguistic Society, 35 (1999), Chicago Linguistic Society
- Howarth, P., "Phraseology: Theory, analysis, and applications", pp.161~186 (1998), Oxford University Press
- Jiang, N., "The processing of formulaic sequences by second language speakers", The Modern Language Journal, 91, pp.433~445 (2007)
- Judd, C., "Experiments with more than one random factor : Designs, analytic models, and statistical power", Annual Review of Psychology, 68, pp.601~625 (2017)
- Kitizinger, C., "How to resist an idiom", Research on Language and Social Interaction, 33, pp.121~154 (2000)
- Laufer, B., "Verb-noun collocations in second language writing : A corpus analysis of learners’ English", Language Learning, 61(2), pp.647~672 (2011)
- Lesch, M. F., "Automatic access of semantic information by phonological codes in visual word recognition", Journal of Experimental Psychology: Learning, Memory, & Cognition, 19, pp.285~294 (1993)
- Yap Soon Li, "The Influence of Explicit Morphological Instruction on Reading Comprehension among Malaysian Primary ESL Learners", Journal of Asia TEFL, 17(3), pp.841~857 (2020), 아시아테플
- Liontas, J. I., "Context and idiom understanding in second languages", EUROSLA Yearbook, 2, pp.155~185 (2002)
- Meunier, F., "Formulaic language and language teaching", Annual Review of Applied Linguistics, 32, pp.111~129 (2012)
- Nesselhauf, N., "The use of collocations by advanced learners of English and some implications for teaching", Applied Linguistics, 24, pp.223~242 (2003)
- Raupach, M., "Second language productions", pp.114~137 (1984), Gunter Narr Verlag
- 신동광, "A Multiword Unit Analysis: COCA Multiword Unit List 20 and ColloGram", Journal of Asia TEFL, 16(2), pp.608~623 (2019), 아시아테플
- Siyanova-Chanturia, A., "Adding more fuel to the fire : An eye-tracking study of idiom processing by native and non-native speakers", Second Language Research, 27(2), pp.251~272 (2011)
- Siyanova-Chanturia, A., "L2 Learner production and processing of collocation : A multi-study perspective", The Canadian Modern Language Review, 64(3), pp.429~458 (2008)
- Siyanova-Chanturia, A., "The idiom principle revisited", Applied Linguistics, 36(5), pp.549~569 (2014)
- Sosa, A. V., "Evidence for frequency-based constituents in the mental lexicon : Collocations involving the word of", Brain and Language, 83, pp.227~236 (2002)
- Spöttl, C., "Formulaic sequences: Acquisition, processing, and use", pp.191~225 (2004), John Benjamins
- Swinney, D., "The access and processing of idiomatic expressions", Journal of Verbal Learning and Verbal Behavior, 18, pp.523~534 (1979)
- Tabossi, P., "Why are idioms recognized fast", Memory and Cognition, 37, pp.529~540 (2009)
- Taki, S., "The role of L1 in L2 idiom comprehension", Journal of Language Teaching and Research, 4(4), pp.824~833 (2013)
- Tomasello, M., "Constructing a language: A usage-based theory of language acquisition" (2003), Harvard University Press
- Tremblay, A., "Processing advantages of lexical bundles : Evidence from self-paced reading and sentence recall tasks", Language Learning, 61(2), pp.569~613 (2011)[DOI]
- Underwood, G., "Formulaic sequences: Acquisition, processing, and use", pp.153~172 (2004), John Benjamins
- Van Lancker Sidtis, D., "When novel sentences spoken or heard for the first time in the history of the universe are not enough : Toward a dual-process model of language", International Journal of Language and Communication Disorders, 39(1), pp.1~44 (2004)
- Van Lancker Sidtis, D., "Formulaic language and language disorders", Annual Review of Applied Linguistics, 32, pp.62~80 (2012)
- Van Lancker Sidtis, D, "The handbook of the neuropsychology of language", pp.342~367 (2012), Wiley
- Van Lancker Sidtis, D., "Disambiguation of ditropic sentences : acoustic and phonetic cues", Journal of Speech and Hearing Research, 24, pp.330~335 (1981)
- Van Lancker Sidtis, D., "Tracking the incidence of formulaic expressions in every speech : Methods for classification and verification", Language and Communication, 24, pp.207~240 (2004)
- Weinert, R., "The role of formulaic language in second language acquisition : A review", Applied Linguistics, 16(2), pp.180~205 (1995)
- Wray, A., "Formulaic language and the lexicon" (2002), Cambridge University Press
- Wray, A., "Formulaic language", Language Teaching, 46(3), pp.316~334 (2013)
- Wray, A., "The functions of formulaic language : An integrated model", Language and Communication, 20, pp.1~28 (2000)
- 윤관희, "Korean L2 Speakers' Processing of Formulaic Expressions in English", 현대문법연구, (69), pp.261~289 (2012), 현대문법학회
- Gwanhi Yun, "Lexical Processing of English Derived Words by Korean EFL Learners and NSE", Journal of Asia TEFL, 16(4), pp.1182~1200 (2019), 아시아테플
- Zyzik, E., "Second language idiom learning : The effects of lexical knowledge and pedagogical sequencing", Language Teaching Research, 15(4), pp.413~433 (2011)
