Hostname: page-component-7dd5485656-glrdx Total loading time: 0 Render date: 2025-10-31T03:57:33.988Z Has data issue: false hasContentIssue false
  • English
  • Français

FREQUENCY OF INPUT AND L2 COLLOCATIONAL PROCESSING

A Comparison of Congruent and Incongruent Collocations

Published online by Cambridge University Press:  03 July 2013

Brent Wolter  and
Henrik Gyllstad
Brent Wolter*
Affiliation:
Idaho State University
Henrik Gyllstad
Affiliation:
Lund University
*
*Correspondence concerning this article should be addressed to Brent Wolter, Department of English and Philosophy, Idaho State University, 921 S. 8th Ave., Stop 8056, Pocatello, ID 83209-8056. E-mail: woltbren@isu.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

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.

Information

Type
Articles
Information
Studies in Second Language Acquisition , Volume 35 , Issue 3 , September 2013 , pp. 451 - 482
Copyright
Copyright © Cambridge University Press 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Alvarez, C. J., Carreiras, M., & Taft, M. (2001). Syllables and morphemes: Contrasting frequency effects in Spanish. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 545–555.Google ScholarPubMed
Arnon, I., & Snider, N. (2010). More than words: Frequency effects for multi-word phrases. Journal of Memory and Language, 62, 67–82.CrossRefGoogle Scholar
Bahns, J. (1993). Lexical collocations: A contrastive view. ELT Journal, 47, 56–63.CrossRefGoogle Scholar
Bannard, C., & Matthews, D. (2008). Stored word sequences in language learning: The effect of familiarity on children’s repetition of four-word combinations. Psychological Science, 19, 241–248.CrossRefGoogle ScholarPubMed
Barfield, A., & Gyllstad, H. (2009). Introduction: Researching L2 collocation knowledge and development. In Barfield, A. & Gyllstad, H. (Eds.), Researching collocations in another language: Multiple interpretations (pp. 1–18). Basingstoke, UK: Palgrave Macmillan.CrossRefGoogle Scholar
Beauvillain, C., & Grainger, J. (1987). Accessing interlexical homographs: Some limitations of a language-selective access model. Journal of Memory and Language, 26, 658–672.CrossRefGoogle Scholar
Borin, L., Forsberg, M., & Roxendal, J. (2012). Korp—The corpus infrastructure of Språkbanken. Proceedings of the Eighth International Conference on Language Resources and Evaluation (LREC), Istanbul, May 23–25, 2012. Retrieved from http://www.lrec-conf.org/proceedings/lrec2012/pdf/248_Paper.pdf.Google Scholar
Bybee, J. L. (2007). Frequency of use and the organization of language. Oxford: Oxford University Press.CrossRefGoogle Scholar
Bybee, J. L., & Hopper, P. J. (2001). Introduction. In Bybee, J. L. & Hopper, P. J. (Eds.), Frequency and the emergence of linguistic structure (pp. 1–26). Amsterdam: Benjamins.CrossRefGoogle Scholar
Carroll, J. B., & White, M. N. (1973). Word frequency and age of acquisition as determiners in picture naming latency. Quarterly Journal of Experimental Psychology, 12, 85–95.CrossRefGoogle Scholar
Cowie, A. P. (1994). Phraseology. In Asher, R. E. (Ed.), The encyclopedia of language and linguistics (Vol. 6, pp. 3168–3171). Oxford: Pergamon Press.Google Scholar
Cristoffanini, P., Kirsner, K., & Milech, D. (1986). Bilingual lexical representation: The status of Spanish-English cognates. Quarterly Journal of Experimental Psychology, 38A, 367–393.CrossRefGoogle Scholar
Croft, W., & Cruse, D. A. (2004). Cognitive linguistics. New York: Cambridge University Press.CrossRefGoogle Scholar
Davies, M. (2008–). The corpus of contemporary American English: 450 million words, 1990–present. Retrieved from http://corpus.byu.edu/coca.Google Scholar
Dijkstra, A., & van Heuven, W. J. B. (1998). The BIA model and bilingual word recognition. In Grainger, J. & Jacobs, A. M. (Eds.), Local connectionist approaches to human cognition (pp. 189–225). Mahwah, NJ: Erlbaum.Google Scholar
Dijkstra, A., & van Heuven, W. J. B. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5, 175–197.CrossRefGoogle Scholar
Durrant, P., & Schmitt, N. (2010). Adult learners’ retention of collocations from exposure. Second Language Research, 26, 163–188.CrossRefGoogle Scholar
Ellis, N. C. (2002a). Frequency effects in language processing and acquisition: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188.CrossRefGoogle Scholar
Ellis, N. C. (2002b). Reflections on frequency effects in language processing. Studies in Second Language Acquisition, 24, 297–339.CrossRefGoogle Scholar
Ellis, N. C. (2006a). Cognitive perspectives on SLA: The associative-cognitive CREED. AILA Review, 19, 100–121.CrossRefGoogle Scholar
Ellis, N. C. (2006b). Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics, 27, 164–194.CrossRefGoogle Scholar
Forster, K. I., & Forster, J. C. (2003). DMDX: A Windows display program with millisecond accuracy. Behavior Research Methods, Instruments, & Computers, 35, 116–124.CrossRefGoogle ScholarPubMed
French, R. M., & Jacquet, M. (2004). Understanding bilingual memory: Models and data. Trends in Cognitive Sciences, 8, 87–93.CrossRefGoogle ScholarPubMed
Gass, S. M., & Mackey, A. (2002). Frequency effects and second language acquisition: A complex picture? Studies in Second Language Acquisition, 24, 249–260.CrossRefGoogle Scholar
Gerard, L. D., & Scarborough, D. L. (1989). Language-specific lexical access of homographs by bilinguals. Journal of Experimental Psychology, 15, 305–315.Google Scholar
Goldberg, A. E. (2006). Constructions at work. Oxford: Oxford University Press.Google Scholar
Gyllstad, H. (2007). Testing English collocations: Developing receptive tests for use with advanced Swedish learners (Unpublished doctoral dissertation). Lund University, Sweden.Google Scholar
Hare, M. L., Ford, M., & Marslen-Wilson, W. D. (2001). Ambiguity and frequency effects in regular verb inflection. In Bybee, J. L. & Hopper, P. J. (Eds.), Frequency and the emergence of linguistic structure (pp. 181–200). Amsterdam: Benjamins.CrossRefGoogle Scholar
Hoey, M. (2005). Lexical priming: A new theory of words and language. London: Routledge.Google Scholar
Howarth, P. (1998). Phraseology and second language proficiency. Applied Linguistics, 19, 24–44.CrossRefGoogle Scholar
Izura, C., Pérez, M. A., Agallou, E., Wright, V. A., Marín, J., Stadthagen-Gonzalez, H., & Ellis, A. W. (2011). Age/order of acquisition effects and the cumulative learning of foreign words: A word training study. Journal of Memory and Language, 64, 32–58.CrossRefGoogle Scholar
Jiang, N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21, 47–77.CrossRefGoogle Scholar
Kellerman, E. (1979). Transfer and non-transfer: Where we are now? Studies in Second Language Acquisition, 2, 37–57.CrossRefGoogle Scholar
Kemmer, S., & Barlow, M. (2000). Introduction. In Barlow, M. & Kemmer, S. (Eds.), Usage-based models of language (pp. vii–xxviii). Stanford, CA: CSLI Publications.Google Scholar
Kroll, J. F., Michael, E., Tokowicz, N., & Dufour, R. (2002). The development of lexical fluency in a second language. Second Language Research, 18, 137–171.CrossRefGoogle Scholar
Kroll, J. F., & Tokowicz, N. (2005). Models of bilingual representation and processing. In Kroll, J. F. & De Groot, A. M. B. (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 531–553). Oxford: Oxford University Press.Google Scholar
Langacker, R. W. (1987). Foundations of cognitive grammar: Theoretical prerequisites. Palo Alto, CA: Stanford University Press.Google Scholar
Langacker, R. W. (1988). A usage-based model. In Rudzka-Ostyn, B. (Ed.), Topics in cognitive linguistics (pp. 127–161). Amsterdam: Benjamins.CrossRefGoogle Scholar
Langacker, R. W. (2000). A dynamic usage-based model. In Barlow, M. & Kemmer, S. (Eds.), Usage-based models of language (pp. 1–63). Stanford, CA: CSLI Publications.Google Scholar
MacWhinney, B. (2000). Connectionism and language learning. In Barlow, M. & Kemmer, S. (Eds.), Usage-based models of language (pp. 121–149). Stanford, CA: CSLI Publications.Google Scholar
Meara, P., & Jones, G. (1990). Eurocentres Vocabulary Size Tests 10KA. Zurich, Switzerland: Eurocentres Learning Service.Google Scholar
Milton, J. (2010). The development of vocabulary breadth across the CEFR levels: A common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, and textbooks across Europe. In Bartning, I., Martin, M., & Vedder, I. (Eds.), Communicative proficiency and linguistic development: Intersections between SLA and language testing research (pp. 211–232). Eurosla Monograph Series I.Google Scholar
Mitchell, D. C., Cuetos, F., Corley, M. M. B., & Brysbaert, M. (1995). Exposure-based models of human parsing: Evidence for the use of coarse-grained (nonlexical) statistical records. Journal of Psycholinguistic Research, 24, 469–488.CrossRefGoogle Scholar
Monsell, S. (1991). The nature and locus of word frequency effects in reading. In Besner, D. & Humphreys, G. W. (Eds.), Basic processes in reading: Visual word recognition (pp. 148–197). Mahwah, NJ: Erlbaum.Google Scholar
Nesselhauf, N. (2004). What are collocations? In Allerton, D. J., Nesselhauf, N., & Skandera, P. (Eds.), Phraseological units: Basic concepts and their application (pp. 1–21). Basel, Switzerland: Schwabe.Google Scholar
Nesselhauf, N. (2005). Collocations in a learner corpus. Amsterdam: Benjamins.CrossRefGoogle Scholar
Phillips, N. A., Segalowitz, N., O’Brien, I., & Yamasaki, N. (2004). Semantic priming in a first and second language: Evidence from reaction time variability and event-related brain potentials. Journal of Neurolinguistics, 17, 237–262.CrossRefGoogle Scholar
Reichle, E. D., & Perfetti, C. A. (2003). Morphology in word identification: A word-experience model that accounts for morpheme frequency effects. Scientific Studies of Reading, 7, 219–237.CrossRefGoogle Scholar
Schmid, H.-J. (2007). Entrenchment, salience and basic levels. In Geeraerts, D. & Cuyckens, H. (Eds.), The Oxford handbook of cognitive linguistics (pp. 117–138). Oxford: Oxford University Press.Google Scholar
Segalowitz, N. (2003). Automaticity and second languages. In Doughty, C. J. & Long, M. H. (Eds.), The handbook of second language acquisition (pp. 382–408). Oxford: Blackwell.CrossRefGoogle Scholar
Sinclair, J. M. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.Google Scholar
Siyanova-Chanturia, A., Conklin, K., & van Heuven, W. J. B. (2011). Seeing a phrase “time and again” matters: The role of phrasal frequency in the processing of multiword sequences. Journal of Experimental Psychology, 37, 776–784.Google ScholarPubMed
Tomasello, M. (2000). First steps toward a usage-based theory of language acquisition. Cognitive Linguistics, 11, 61–82.CrossRefGoogle Scholar
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Verspoor, M., & Lowie, W. (1993). Making sense of polysemous words. Language Learning, 53, 547–586.CrossRefGoogle Scholar
Vitevitch, M. S. (2012). What do foreign neighbors say about the mental lexicon? Bilingualism: Language and Cognition, 15, 167–172.CrossRefGoogle ScholarPubMed
Wolter, B. (2006). Lexical network structures and L2 vocabulary acquisition: The role of L1 lexical/conceptual knowledge. Applied Linguistics, 27, 741–747.CrossRefGoogle Scholar
Wolter, B., & Gyllstad, H. (2011). Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge. Applied Linguistics, 32, 430–449.CrossRefGoogle Scholar
Wray, A. (2002). Formulaic language and the lexicon. New York: Cambridge University Press.CrossRefGoogle Scholar
Yamashita, J., & Jiang, N. (2010). L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly, 44, 647–668.CrossRefGoogle Scholar