Incidental acquisition of multiword expressions through audiovisual input: The role of repetition and typographic enhancement

There has been limited research on the efficacy of captioned second language (L2) television in facilitating the incidental acquisition of multiword expressions (MWEs). The present study aims to fill this gap. Additionally, this study examined the role of typographic enhancement and repetition. One-hundred and twenty-two L2 learners were assigned to one of six conditions which differed in terms of caption condition (no captions, normal captions, enhanced captions) and the number of times they watched the same video (once, twice). The participants took a cued MWE form recall test before watching the video, and immediately and two weeks after watching it. A content comprehension test was also administered. Repetition resulted in better content comprehension as well as better acquisition of MWEs. Both caption types positively influenced MWE recall relative to watching the video without captions, but typographic enhancement reduced the benefits of captions for content comprehension

Lexical fixedness and compositionality in L1 speakers’ and L2 learners’ intuitions about word combinations: Evidence from Italian

The present investigation focuses on first language (L1) and second language (L2) speakers’ sensitivity to lexical fixedness and compositionality of Italian word combinations. Two studies explored language users’ intuitions about three types of word combinations: free combinations, collocations, and idioms. In Study 1, Italian Verb+Noun combinations were embedded in sentential contexts, with control conditions created by substituting the verb with a synonym. L1 and L2 speakers rated sentence acceptability. In Study 2, the original verb was removed from sentences. Participants chose the verb from the list provided they felt was most acceptable. Computational measures were used to measure compositionality of word combinations. Mixed-effects modelling revealed that L1 and L2 speakers judged target word combinations differently in terms of lexical fixedness. In line with phraseological models, L1 speakers judged the use of a synonym as less acceptable in collocations than free combinations. On the contrary, L2 learners judged the use of a synonym as more acceptable in collocations than free combinations

The Effect of Gloss Type on Learners’ Intake of New Words During Reading: Evidence from Eye-tracking

A reading experiment combining online and off-line data evaluates the effect on second language learners’ reading behaviours and lexical uptake of three gloss types designed to clarify word meaning. These are (a) a textual definition, (b) a textual definition accompanied by a picture, and (c) a picture only. We recorded eye movements while intermediate learners of English read a story presented on-screen and containing six glossed pseudowords repeated three times each. Cumulative fixation counts and time spent on the pseudowords predicted post-test performance for form recall and meaning recognition, confirming findings of previous eye-tracking studies of vocabulary acquisition from reading. However, the total visual attention given to pseudowords and glosses was smallest in the condition with picture-only glosses, and yet this condition promoted best retention of word meaning. This suggests that gloss types differentially influence learners’ processing of novel words in ways that may elude the quantitative measures of attention captured by eye-tracking

Seeing a phrase “time and again” matters: the role of phrasal frequency in the processing of multiword sequences

Are speakers sensitive to the frequency with which phrases occur in language. The authors report an eye-tracking study that investigates this by examining the processing of multiword sequences that differ in phrasal frequency by native and proficient nonnative English speakers. Participants read sentences containing 3-word binomial phrases (bride and groom) and their reversed forms (groom and bride), which are identical in syntax and meaning but that differ in phrasal frequency. Mixed-effects modeling revealed that native speakers and nonnative speakers, across a range of proficiencies, are sensitive to the frequency with which phrases occur in English. Results also indicate that native speakers and higher proficiency nonnatives are sensitive to whether a phrase occurs in a particular configuration (binomial vs. reversed) in English, highlighting the contribution of entrenchment of a particular phrase in memory

On the Benefits of Multimodal Annotations for Vocabulary Uptake from Reading

Several research articles published in the realm of Computer Assisted Language Learning (CALL) have reported evidence of the benefits of multimodal annotations, i.e., the provision of pictorial as well as verbal clarifications, for vocabulary uptake from reading. Almost invariably, these publications account for the observed benefits with reference to Paivio’s Dual Coding Theory, suggesting it is the visual illustration of word meaning that enhances the quality of processing and hence makes new words more memorable. In this discussion article, we explore the possibility that it is not necessarily the multimodality per se that accounts for the reported benefits. Instead, we argue that the provision of multimodal annotations is one of several possible means of inviting more and/or longer attention to the annotations — with amounts of attention given to words being a significant predictor of their retention in memory. After reviewing the available research on the subject and questioning whether invoking Paivio’s Dual Coding Theory is an optimal account for reported findings, we report an eye-tracking study the results of which are consistent with the alternative thesis that the advantage of multimodal glosses for word learning lies with the greater quantity of attention these glosses attract in comparison with single-mode glosses. We conclude with a call for further research on combinations and sequences of annotation types, regardless of multimodality, as ways of promoting vocabulary uptake from reading

N400 or P600?—A Systematic Review of ERP Studies on Gender Stereotype Violations

Psycholinguistic studies using the event-related brain potential (ERP) technique have found both N400 and P600 effects for gender stereotype violations. The finding of a P600 effect for this type of world knowledge violation is surprizing given that this component is traditionally associated with syntactic violations. In this paper, we set out to systematically analyse design- and task patterns of ERP studies investigating gender stereotype violations. Based on our review, we propose a scheme that predicts a P600 effect for gender stereotype violations for stimuli comprising entire sentences, and specifically when the gender stereotype serves to establish coherence in inferences (i.e., expecting a specific referent gender or a stereotype-appropriate behaviour of the sentence subject based on the gender stereotype information). We predict an N400 effect for gender stereotype information that does not serve to establish coherence in inferences, as well as in priming paradigms. By extension, our predictive scheme suggests that the N400 may reflect a hybrid process of semantic retrieval and integration, while the P600 may reflect a cognitive process of error monitoring, and mental revision. Our study can aid in the interpretation of previous findings and inform future studies investigating gender stereotyping.</p

Representation and processing of multi-word expressions in the brain

Language comprehension is sensitive to the predictability of the upcoming information. Prediction allows for smooth, expedient and successful communication. While general discourse-based constraints have been investigated in detail, more specific phrase-level prediction has received little attention. We address this gap by exploring the ERPs elicited during the comprehension of English binomials – familiar and predictable multi-word expressions. In Experiment 1a, participants read binomial expressions (knife and fork), infrequent strongly associated phrases (spoon and fork), and semantic violations (theme and fork). In Experiment 1b, participants read the same stimuli without “and”. Experiment 1a revealed that binomials elicited larger P300s and smaller N400s compared to the other conditions, reflecting the activation of a ‘template’ that matches the upcoming information (P300) and pointing to easier semantic integration (N400). In contrast, no differences were observed between binomials and associates in Experiment 1b. We conclude that distinct mechanisms underlie the processing of predicable and novel sequences

Adding more fuel to the fire: an eye-tracking study of idiom processing by native and non-native speaker

Using eye-tracking, we investigate on-line processing of idioms in a biasing story context by native and non-native speakers of English. The stimuli are idioms used figuratively (at the end of the day – ‘eventually’), literally (at the end of the day – ‘in the evening’), and novel phrases (at the end of the war). Native speaker results indicate a processing advantage for idioms over novel phrases, as evidenced by fewer and shorter fixations. Further, no processing advantage is found for figurative idiom uses over literal ones in a full idiom analysis or in a recognition point analysis. Contrary to native speaker results, non-native findings suggest that L2 speakers process idioms at a similar speed to novel phrases. Further, figurative uses are processed more slowly than literal ones. Importantly, the recognition point analysis allows us to establish where non-natives slow down when processing the figurative meaning

RESEARCH METHODS IN SECOND LANGUAGE ACQUISITION: A PRACTICAL GUIDE.Alison Mackey and Susan M. Gass (Eds.). Oxford: Blackwell, 2011. Pp. 326.

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Researching the teaching and learning of multi-word expressions

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