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Article published In:
ITL - International Journal of Applied Linguistics
Vol. 173:1 (2022) ► pp.58–93

The effect of input modes and number of exposures on the learning of L2 binomials

ORCID logo | University of Jeddah | University of Nottingham
| University College London
| University of Nottingham

Despite the importance of mastering different types of formulaic sequences in a second language, little is known about the relative effect of different input modes on their acquisition. This study explores the learning of a particular type of formulaic language (binomials) in three input modes (reading-only, listening-only, and reading-while-listening) at different frequencies of exposure (2, 4, 5 and 6 occurrences). Arabic learners of English were presented with three stories, each in a different mode, that contained novel binomials (e.g., wires and pipes) and existing binomials (e.g., brother and sister). Two post-tests (multiple-choice and familiarity ratings) assessed learners’ knowledge of the binomials. Results showed that reading-only and reading-while-listening led to better performance on the tasks than listening-only. Frequency of exposure had an effect on the perceived familiarity of binomials.

Keywords: incidental learning, formulaic language, reading, reading-while-listening, listening
Article outline
  • Introduction
  • Background
    • Incidental learning of individual words and formulaic sequences
    • The effect of number of exposures on incidental vocabulary learning
  • Methodology
    • Participants
    • Binomials and passages
    • Post-tests
    • Procedure
    • Analysis
  • Results
    • Multiple-choice test
    • Familiarity ratings
  • Discussion
  • Conclusion
  • Notes
  • References
Published online: 14 September 2021
DOI logo
https://doi.org/10.1075/itl.21001.alo
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Altamimi, Abdulaziz & Kathy Conklin
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Sonbul, Suhad, Dina Abdel Salam El-Dakhs, Kathy Conklin & Gareth Carrol
2023. “Bread and butter” or “butter and bread”? Nonnatives’ processing of novel lexical patterns in context. Studies in Second Language Acquisition 45:2 ► pp. 370 ff. DOI logo

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