The Effect of Congruency and Frequency of Exposures on the Learning of L2 Binomials

Abstract

Although extensive research has been carried out on opaque formulaic language where the meaning is not the sum of the individual words (i.e., idioms and many collocations), it is still not clear how cross-language congruency and frequency of exposure influence the learning of transparent formulaic language in an L2. In the current study, self-paced reading along with offline word order recognition tasks were used to investigate the role of cross-language congruency and the frequency of exposure on the learning and processing of fully transparent binomials. In the self-paced reading, Arabic second language learners of English and native English speakers encountered three types of binomial phrases either two or five times in English texts: English-only binomials, Arabic-only binomials that were translated into English, and congruent binomials (acceptable in English and Arabic). A subsequent offline task revealed that both native and non-native speakers developed knowledge of the ‘correct’ order of binomials (i.e., fish and chips, not chips and fish) after only two exposures in the self-paced reading. Native speakers were more accurate on congruent and English-only items than Arabic-only items, while non-natives speakers exhibited no differences in accuracy across the binomial types. The offline task showed that native speakers responded faster to congruent and English-only items than Arabic-only, and non-native speakers responded faster to congruent items than English-only and Arabic-only. The frequency of exposure had no effect, with no difference in response times and accuracy between two and five exposures.

Keywords

• formulaic language
• multiword sequences
• binomials
• self-paced reading
• second language learning