Scholarlink

<p>This study examines the roles of L1-L2 congruency, frequency, word class, and proficiency in L2 collocation processing. An acceptability judgment task was conducted to evaluate how participants processed verb-noun and adjective-noun collocations across four levels of congruency: congruent, partially congruent, L1-only, and L2-only collocations. The findings revealed that participants were sensitive to both congruency and collocation frequency. Moreover, as L2 proficiency increased, the congruency effect became pronounced, while the impact of collocation frequency remained consistently significant. The results indicate differences in response time (RT) and accuracy among incongruent, partially congruent, and fully congruent collocations, suggesting a need for a more nuanced approach to defining congruency than what has been used in the past studies. Regarding the word-class configurations, participants processed verb-noun collocations more quickly and accurately than adjective-noun collocations. Finally, our findings demonstrated a significant improvement in accuracy rates with increased proficiency. We argue that future research should carefully consider the effects of congruency, frequency, word class, and proficiency, as well as the potential interactions between these factors.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The effects of textbook frequency, congruency, and word class on the processing of L2 collocations by Chinese EFL learners

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月5日

查看全文
  • Ni Li,
  • Brent Wolter,
  • Lianrui Yang,
  • Anna Siyanova-Chanturia

摘要

This study examines the roles of L1-L2 congruency, frequency, word class, and proficiency in L2 collocation processing. An acceptability judgment task was conducted to evaluate how participants processed verb-noun and adjective-noun collocations across four levels of congruency: congruent, partially congruent, L1-only, and L2-only collocations. The findings revealed that participants were sensitive to both congruency and collocation frequency. Moreover, as L2 proficiency increased, the congruency effect became pronounced, while the impact of collocation frequency remained consistently significant. The results indicate differences in response time (RT) and accuracy among incongruent, partially congruent, and fully congruent collocations, suggesting a need for a more nuanced approach to defining congruency than what has been used in the past studies. Regarding the word-class configurations, participants processed verb-noun collocations more quickly and accurately than adjective-noun collocations. Finally, our findings demonstrated a significant improvement in accuracy rates with increased proficiency. We argue that future research should carefully consider the effects of congruency, frequency, word class, and proficiency, as well as the potential interactions between these factors.