چکیده:
With the renewed interest in the field of second language learning for the knowledge of collocating words, research findings in favour of holistic processing of formulaic language could support the idea that these language units facilitate efficient language processing. This study investigated the difference between processing of a first language (L1) and a second language (L2) of congruent collocations. A read-aloud task was administered to monolinguals (Persian) and advanced bilinguals (Persian-English) to assess their reaction time (RT) to collocations in comparison to non-collocations. With respect to the frequency-based approaches to the study of collocations, a list of high frequency items and a second list of non-collocations were compiled. It was hypothesised that when bilinguals are at advanced levels of proficiency their processing rate should not differ significantly from monolinguals. The study also examined the assumptions of dual-route system model (Wray, 2002). The data was analysed using linear mixed-effects modelling. The results suggested no advantage for processing of collocations over non-collocations, whereas collocational processing displayed higher response rate for monolinguals in comparison to bilinguals which contradicted our hypotheses and is in line with dual-route model assumptions.
خلاصه ماشینی:
Collocational Processing in Two Languages: A psycholinguistic comparison of monolinguals and bilinguals 1 Parastoo Harati Mokhtari 2 Reza Ghafar Samar* 3 Gholam Reza Kiany Received: 01/04/2016 Accepted: 28/05/2016 Available online: 01/06/2016 Abstract With the renewed interest in the field of second language learning for the knowledge of collocating words, research findings in favour of holistic processing of formulaic language could support the idea that these language units facilitate efficient language processing.
Keywords: collocations; formulaic language; holistic processing; read-aloud; linear mixed-effectsmodelling (LMM); psycholinguistics 1 Department of Applied Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran Email: p.
Furthermore, all studies on processing of second language formulaic sequences, except one (Sugiura, Fujumura, Yamashita, & Leung, 2013), have examined collocations, drawing comparisons between native speakers of English and L2 speakers of other languages in their second language.
A large number of the studies have focused on L1 (see Arnon & Cohen Priva, 2013; Arnon & Snider, 2010; Ellis & Simpson-Vlach, 2009; Janssen & Barber, 2012; Shaoul, 2012; Sosa & MacFarlane, 2002; Tremblay, Derwing, Libben, & Westbury, 2011b), and insufficient attention has been devoted to the area of bilingualism and L2 processing, especially when it comes to considering a range of different languages other than English.
The findings of this study supported the suggestion about the advantage of item type on language processing, which would mean that teaching collocations and formulaic units would in fact have positive effects on learning.