Henrik Gyllstad

Frequency of Input and L2 Collocational Processing: A Comparison of Congruent and Incongruent Collocations

This study investigated the influence of frequency effects on the processing of congruent (i.e., having an equivalent first language [L1] construction) collocations and incongruent (i.e., not having an equivalent L1 construction) collocations in a second language (L2). An acceptability judgment task was administered to native and advanced nonnative English speakers (L1 Swedish) to assess response times to and error rates for these collocations along with a matched set of unrelated items. The results suggested that advanced learners are highly sensitive to frequency effects for L2 collocations, which seems to support the idea that usage-based models of language acquisition can be fruitfully applied to understanding the processes that underlie L2 collocational acquisition. At the same time, however, the apparent continued influence of the L1 indicates that researchers may also want to draw on other models of language acquisition to gain a fuller understanding of the processes underlying the acquisition of collocations in a L2.

Designing and Evaluating Tests of Receptive Collocation Knowledge: COLLEX and COLLMATCH

Despite the fact that collocation knowledge has received increasing attention over the last decades as an important aspect of L2 proficiency (see, for example, Biskup, 1992; Bahns and Eldaw, 1993; Farghal and Obiedat, 1995; Howarth, 1996; Granger, 1998b; Schmitt, 1998; Gitsaki, 1999; Bonk, 2001; Mochizuki, 2002; Nesselhauf, 2005; Barfield, 2006; Revier and Henriksen, 2006; Keshavarz and Salimi, 2007), there is a conspicuous lack of properly validated tests capable of measuring this knowledge. It is unfortunately not uncommon for researchers to draw far-reaching conclusions without presenting any evidence of the validity or reliability of the test instruments used in their studies. In this chapter, I will report on the development and validation process of two test formats called COLLEX and COLLMATCH, both aimed at measuring receptive knowledge of English collocations.1 First, I explain primary considerations and the rationale behind the tests. Secondly, I present a study in which over 300 learners sat the two tests in a large-scale administration. Finally, I briefly discuss the results of the study and address points for further research.

Found in translation : the influence of the L1 on the reading of idioms in a L2

Formulaic language represents a challenge to even the most proficient of language learners. Evidence is mixed as to whether native and nonnative speakers process it in a fundamentally dif- ferent way, whether exposure can lead to more nativelike processing for nonnatives, and how L1 knowledge is used to aid comprehension. In this study we investigated how advanced nonnative speakers process idioms encountered in their L2. We used eye-tracking to see whether a highly proficient group of L1 Swedes showed any evidence of a formulaic processing advantage for English idioms. We also compared translations of Swedish idioms and congruent idioms (items that exist in both languages) to see how L1 knowledge is utilized during online processing. Results support the view that L1 knowledge is automatically used from the earliest stages of processing, regardless of whether sequences are congruent, and that exposure and advanced proficiency can lead to nativelike formulaic processing in the L2.

Introduction: Researching L2 Collocation Knowledge and Development

For anyone learning or teaching a second language, collocation is undoubtedly one of the most fascinating (and at times frustrating) challenges that they will face. Equally, for those interested in researching second language (L2) collocation knowledge and development, the challenges are both fascinating and frustrating, but for different reasons. Although several wide-ranging volumes of research in L2 vocabulary acquisition have been published in the last 15 years or so (Arnaud and Bejoint, 1992; Coady and Huckin, 1997; Schmitt and McCarthy, 1997; Read, 2000; Schmitt, 2000; Nation, 2001; Schmitt, 2004; Bogaards and Laufer, 2004; Daller et al., 2007; Fitzpatrick and Barfield, 2009), they have rarely included dedicated studies of L2 collocation knowledge and development. In fact, in the last decade, only five book-length publications in English stand out for the more specific focus that they take on L2 collocation knowledge and use (Cowie, 1998c; Lewis, 2000; Nesselhauf, 2005; Schmitt, 2004; Meunier and Granger, 2008). The first situates collocation within the broader field of phraseology and provides a far-ranging exposition of corpus-based studies, some of which are collocation-focused. Teaching Collocation, edited by Lewis, is also multi-authored and is directed towards the pedagogic treatment of collocations in the classroom.

Heritage language proficiency does not predict syntactic CLI into L3 English

ABSTRACTThis study examines cross-linguistic influence (CLI) in the acquisition of embedded wh-questions in L3 English in German-dominant heritage speakers (HSs) of Italian. Specifically, we invest...