Zyzik, E. (2011). Second language idiom learning: The effects of lexical knowledge and pedagogical sequencing. Language Teaching Research, 15(4), 413-433.
摘要:This article examines the acquisition of Spanish idioms in a classroom setting that was supplemented with explicit instruction over a 10-week period. The research design manipulated two variables: prior lexical knowledge and idiom organization. Sixty-five second language (L2) learners completed pre- and posttests that measured their ability to recognize and produce the target idioms, as well as a vocabulary test to control for lexical knowledge. Participants in the experimental groups received contextualized idiom presentation that encouraged noticing, retrieving, and generating (Nation, 2001). The results indicate significant treatment effects, although no significant advantage was found for the thematic grouping of idioms. The results also show a significant effect for prior lexical knowledge on one of the dependent variables. These findings are discussed in relation to prior studies of idiom learning from a cognitive linguistics perspective (Boers et al., 2007) as well as psycholinguistic studies that emphasize the salience of literal meanings (Cielicka, 2006). [Reprinted by permission of Sage Publications Ltd., copyright holder.]
关键词:applied linguistics, non-native language learning languages other than English, Idioms, Second Language Learning, Spanish as a Second Language Learning, Spanish as a Second Language Instruction, Cognitive Linguistics