Original language | English |
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Publication status | Unpublished - 2013 |
Event | Vocab@Vic - Wellington, New Zealand Duration: 2013 Dec 18 → 2013 Dec 20 |
Conference
Conference | Vocab@Vic |
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Country/Territory | New Zealand |
City | Wellington |
Period | 2013/12/18 → 2013/12/20 |
Bibliographical note
AbstractEven though vocabulary studies have traditionally been focused on single words, there is now a growing body of research that highlights the importance of word combinations such as collocations. One theoretical approach to the study of word combinations assumes a continuum of semantic transparency, from the most transparent category – free combinations – through collocations, to the least transparent category – idioms. Of these three types, collocations are often seen as a major hurdle for second language (L2) learners, whereas free combinations are largely considered unproblematic. The present study was designed to determine if the assumed greater difficulty of collocations has psychological validity. Specifically, a lexical decision task was used to assess both L1 and advanced L2 speakers’ reaction times to free combination items versus collocational items. In the study, collocations were seen as word combinations where one of the constituent words is either used in a delexical, technical or figurative sense, whereas free combinations where seen to consist of words used in their literal sense. The underlying assumption was that if collocations are indeed more difficult to process, then they should be processed more slowly (and perhaps with less accuracy) than free combinations. If, on the other hand, no differences were detected, then it may have implications for our understanding of how collocations are stored and processed. The results of study will be discussed with regard to L2 acquisition theory and implications for teaching.
Subject classification (UKÄ)
- Languages and Literature