This study investigates the influence of L1 frequency on the acquisition of L2 idioms with an experiment employing structured input instruction based on the input processing model. Intermediate L2 Korean learners completed a pretest, computer-assisted instructional treatment session, and posttest. The tests included production, interpretation, and meaning tasks, which manipulated amount of context and idiom type (i.e., Shared L1-L2 idioms, which have linguistic representations in both languages and are subgrouped by high or low L1 frequency, and L2 Only idioms, which have no L1 equivalent). The results show that high L1 frequency had a consistently facilitatory effect on the learning of equivalent L2 idioms, but that context had the strongest effect on the learning of L2 idioms that have no counterpart in the L1.
{"title":"The influence of L1 frequency in instructed second language learning of L2 idioms","authors":"Ebru Türker","doi":"10.1075/JSLS.17007.TUR","DOIUrl":"https://doi.org/10.1075/JSLS.17007.TUR","url":null,"abstract":"\u0000 This study investigates the influence of L1 frequency on the acquisition of L2 idioms with an experiment employing structured input\u0000 instruction based on the input processing model. Intermediate L2 Korean learners completed a pretest, computer-assisted\u0000 instructional treatment session, and posttest. The tests included production, interpretation, and meaning tasks, which manipulated\u0000 amount of context and idiom type (i.e., Shared L1-L2 idioms, which have linguistic representations in both languages and are\u0000 subgrouped by high or low L1 frequency, and L2 Only idioms, which have no L1 equivalent). The results show that high L1 frequency\u0000 had a consistently facilitatory effect on the learning of equivalent L2 idioms, but that context had the strongest effect on the\u0000 learning of L2 idioms that have no counterpart in the L1.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2018-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43311726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated Chinese EFL learners’ use of circumstance, demand, and significant, three challenging words each being a member in a synonym set: circumstance in the case/circumstance/event/situation set, demand in the ask/demand/request/require set, and significant in the important/meaningful/significant set. Via an expert rating and a close examination of all the uses of the three words in Wen, Wang, and Liang’s (2005) Spoken and Written English Corpus of Chinese Learners, the study has uncovered various inappropriate usages as well as successfully acquired usages involving the three words. The results reveal a failure by many Chinese EFL learners to understand the three words’ semantic usage differences with their respective synonyms. The study has also identified L1 interference, inadequate descriptions of these words in dictionaries, and insufficient instructional attention to the semantic usage differences among synonyms as likely reasons for the learners’ inappropriate usages. Pedagogical and research implications are also discussed.
{"title":"A corpus study of Chinese EFL learners’ use of circumstance, demand, and significant","authors":"Dilin Liu","doi":"10.1075/JSLS.00006.LIU","DOIUrl":"https://doi.org/10.1075/JSLS.00006.LIU","url":null,"abstract":"\u0000 This study investigated Chinese EFL learners’ use of circumstance, demand, and significant, three\u0000 challenging words each being a member in a synonym set: circumstance in the\u0000 case/circumstance/event/situation set, demand in the\u0000 ask/demand/request/require set, and significant in the\u0000 important/meaningful/significant set. Via an expert rating and a close examination of all the uses of the\u0000 three words in Wen, Wang, and Liang’s (2005) Spoken and Written English Corpus of\u0000 Chinese Learners, the study has uncovered various inappropriate usages as well as successfully acquired usages involving the three\u0000 words. The results reveal a failure by many Chinese EFL learners to understand the three words’ semantic usage differences with\u0000 their respective synonyms. The study has also identified L1 interference, inadequate descriptions of these words in dictionaries,\u0000 and insufficient instructional attention to the semantic usage differences among synonyms as likely reasons for the learners’\u0000 inappropriate usages. Pedagogical and research implications are also discussed.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2018-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49526525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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