چکیده:
Much interest has recently been directed toward the knowledge of collocations in the field of second language learning since they have been asserted to improve fluency. The current study was intended to examine the effect of verbal and visuospatial working memory spans on the processing of collocations using a Self-Pace Reading Task (SPRT) and relevant working memory tasks. To this end, participants were divided into two distinct groups (high vs. low) based on their scores in the verbal and visuospatial memory tasks. The results of the analyses revealed that there was not a statistically significant difference between high and low verbal memory groups in the processing of collocations. However, a significant difference was witnessed between high and low visuospatial memory groups in their reaction time. These results have important implications for the multi-word processing models and the way collocations should be taught in the classroom
خلاصه ماشینی:
The effect of verbal and visuospatial working memory spans on collocation processing in learners of English* Mohammad Momenian Assistant Professor, Tarbiat Modares University Jafar Mohammad Amini** MA Student of TEFL, Tarbiat Modares University (corresponding author) Reza Ghafar Samar Associate Professor, Tarbiat Modares University Abstract Much interest has recently been directed toward the knowledge of collocations in the field of second language learning since they have been asserted to improve fluency.
Thus, pondering over WM, they claimed it has three components: an attentional control, assisted by two other subsystems named visuospatial sketch pad and phonological loop (Baddeley, Gathercole, & Papagno, 1998) which are visual storage and processing and its acoustic/verbal counterpart, respectively.
However, when it comes to Visuospatial Working Memory (VSWM), there is a dearth of research on how it can interact with language components specifically multi-word chunks such as collocations which have a direct relation with processing models.
It is within this second approach that impacts of VSWM could be searched for since it could be maintained that semantic non-transparency of a word in a restricted collocation, which is the required condition for this type of collocations, might result in stimulating an imaginary state or a mental image in mind in which visualization might be activated (Gyselinck, De Beni, Pazzaglia, Meneghetti, & Mondoloni, 2007).
To test if the faster RTs are due to language proficiency, Siyanova-chanturia, Conklin, and Heuven (2011) searched for the possible effect of proficiency on high frequency collocations and noticed a processing advantage among highly proficient non-native learners for formulaic sequences over non-formulaic sequences while this was not the case with the low-proficiency non-native group.