Hélène Stengers | Vrije Universiteit Brussel and Erasmus College Brussels
In recent years, many educational linguists have emphasised the importance of drawing language learners’ attention to multiword units (i.e., strong collocations, idioms, etc.), because knowledge of such units is believed to help learners come across as fluent, native-like and accurate L2 speakers. We report a controlled experiment the results of which support this belief. The question now is how learners can be helped to commit multiword units to memory. We borrow insights from Cognitive Linguistics, which, contrary to other frameworks, holds that the meaning and the lexical composition of many multiword units is motivated rather than arbitrary. The article surveys experiments that were set up to measure the mnemonic effects of presenting multiword units (especially idioms) as semantically and/or phonologically motivated. The overall encouraging results are explainable by established theories of memory, such as ‘levels-of-processing’ and ‘dual coding’ models. At the same time, the results point to cognitive-style variables that may enhance or dampen the effectiveness of the proposed instructional methods.
Boers, Frank, Ana María Piquer Píriz, Hélène Stengers & June Eyckmans
2009. Does pictorial elucidation foster recollection of idioms?. Language Teaching Research 13:4 ► pp. 367 ff.
Candry, Sarah, Julie Deconinck & June Eyckmans
2017. Metalinguistic awareness in L2 vocabulary acquisition: which factors influence learners’ motivations of form-meaning connections?. Language Awareness 26:3 ► pp. 226 ff.
Davis, Joseph
2015. Rule, pattern, and meaning in the second-language teaching of grammar. Acta Linguistica Hafniensia 47:1 ► pp. 53 ff.
Estaji, Masoomeh & Mina Hashemi
2022. Phraseological competence in IELTS academic writing task 2: phraseological units and test-takers’ perceptions and use. Language Testing in Asia 12:1
Galantomos, Ioannis
2021. Applied Cognitive Linguistics. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Ghaemi, Hamed
2022. Phraseological competence in IELTS academic writing task 2: A study of Indian test-takers’ perceptions and use. International Journal of TESOL & Education 2:4 ► pp. 48 ff.
Muraki, Emiko J., Summer Abdalla, Marc Brysbaert & Penny M. Pexman
2022. Concreteness ratings for 62,000 English multiword expressions. Behavior Research Methods 55:5 ► pp. 2522 ff.
Pulido, Manuel F.
2023. Generalizing Knowledge of Second Language Collocations: The Roles of Within‐ and Cross‐Language Similarity on Acceptability and Event‐Related Potentials. Language Learning 73:2 ► pp. 578 ff.
Sato, Takeshi, Yuda Lai & Tyler Burden
2022. The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids. ReCALL 34:2 ► pp. 201 ff.
ÇUBUKÇU, Feryal & Serkan TURAN
2019. Dil Öğretiminde Sözcüksel Yaklaşım ve Türkçede Eşdizimli Sözcüklere Altulamsal Bir Bakış. Ana Dili Eğitimi Dergisi 7:3 ► pp. 486 ff.
서지영
2017. The role and scope of word combinations in the American TV series Shameless: On the basis of word combinations and free word combinations. STEM Journal 18:1 ► pp. 27 ff.
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