11 Understanding phrasal verbs in monolinguals and bilinguals

Matlock, Teenie; Heredia, Roberto R.

doi:10.1016/s0166-4115(02)80014-0

Cited by 62 publications

(64 citation statements)

References 24 publications

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“…For instance, idioms are generally thought to be processed holisticallyspecifically, the lexical representation hypothesis (Swinney & Cutler, 1979), the direct access hypothesis (Gibbs, 1980), and the configuration model (Cacciari & Tabossi, 1988) have been suggested by employing the reaction time paradigm and priming paradigm research. Phrasal verbs (Matlock & Heredia, 2002) and compounds (Hillert & Swinney, 2001) have also been revealed to have holistic processing elements. Underwood, Schmitt, and Galpin (2004) conducted eye movement research that showed evidence supporting "the position that formulaic sequences are stored and processed holistically" (p. 167).…”

Section: Collocationsmentioning

confidence: 99%

Processing collocations: Do native speakers and second language learners simultaneously access prefabricated patterns and each single word?

Matsuno

2017

JESLA

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Matsuno, K. (2017). Processing collocations: Do native speakers and second language learners simultaneously access prefabricated patterns and each single word? Journal of the European Second Language Association, 1(1), 61-72, DOI: https://doi.org/10.22599/jesla.17 RESEARCHProcessing collocations: Do native speakers and second language learners simultaneously access prefabricated patterns and each single word? Kazuko MatsunoThe purpose of this study was to examine whether native English speakers and Japanese ESL (English as a Second Language) learners concurrently access prefabricated patterns as well as each word in these patterns when collocation meanings are retrieved. Previous studies have tended to focus on either holistic or analytic solo processing; however, there is the further possibility that single-word knowledge is simultaneously activated when prefabricated patterns are accessed. With this possibility, this study examined the possible parallel processing of collocations. Two experiments were conducted with 30 native English speakers and 30 advanced Japanese ESL learners. It was found that (1) the native speakers (NSs) generally processed collocations in parallel, but some collocations were solely processed; and (2) ESL learners generally used sole processing and tended to use fewer prefabricated patterns than the NSs. From these findings, it was suggested that the ESL learners processed collocations differently from NSs even after the knowledge of collocations had been acquired. This provides some evidence that dealing with simultaneous processes is challenging for ESL learners.

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Section: Collocationsmentioning

confidence: 99%

Processing collocations: Do native speakers and second language learners simultaneously access prefabricated patterns and each single word?

Matsuno

2017

JESLA

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“…The authors concluded that at a neural level, participants process phrasal verbs lexically rather than syntactically. Matlock and Heredia (2002) investigated the processing of figurative phrasal verbs (e.g., Paul went over the exam with his students) and their identical verb-preposition combinations used literally (e.g., Paul went over the bridge with his bicycle). Matlock and Heredia (2002) found that native speakers of English accessed idiomatic phrasal verbs more quickly than their identical verb-preposition combinations used literally.…”

Section: Studies On Phrasal Verbs In the Area Of L2 Learningmentioning

confidence: 99%

“…Matlock and Heredia (2002) investigated the processing of figurative phrasal verbs (e.g., Paul went over the exam with his students) and their identical verb-preposition combinations used literally (e.g., Paul went over the bridge with his bicycle). Matlock and Heredia (2002) found that native speakers of English accessed idiomatic phrasal verbs more quickly than their identical verb-preposition combinations used literally. For the nonnative group, on the other hand, there were no significant differences in reading times for figurative phrasal verbs over literal verb-preposition combinations, meaning that, for native speakers, the figurative, highly familiar meaning is always activated before the literal meaning.…”

Section: Studies On Phrasal Verbs In the Area Of L2 Learningmentioning

confidence: 99%

Processing of literal phrasal verbs by non-native and native speakers of English: an eye movement study

Wisintainer

Mota

2018

Letronica

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Exceto onde especificado diferentemente, a matéria publicada neste periódico é licenciada sob forma de uma licença Creative Commons -Atribuição 4. ABSTRACT: Recent research on the learning of phrasal verbs by learners of English as a second language (L2) still presents a lack of research on the nature of the processing of this type of verb in the course of learning. The main objective of the present study was to investigate the online processing of phrasal verbs by advanced learners of English as L2, native speakers of Brazilian Portuguese (BP). Sixteen volunteers (8 native speakers of BP and 8 native speakers of English) participated in an experiment in which we examined whether there were differences between the processing of literal phrasal verbs and lexical verbs. In order to do so, the participants' eye movements were recorded as they read sentences that contained one of the two types of verbs. The measures of first pass reading time and total reading time in the region of interest showed that native speakers of BP devoted more attention to phrasal verbs than to lexical verbs, which we interpreted as evidence that there is a greater cost in the processing of sentences containing phrasal verbs than in those that contain lexical verbs. The results are discussed in the light of proposals concerning the processing of phrasal verbs.Keywords: Phrasal verbs; Processing; Eye-tracking. RESUMO:Estudos recentes sobre aprendizagem de phrasal verbs por aprendizes de inglês como segunda língua (L2) ainda apresentam uma lacuna na discussão acerca da natureza do processamento desse tipo de verbo no curso da aprendizagem. O principal objetivo do presente estudo foi investigar o processamento online de phrasal verbs por aprendizes de inglês como L2, de nível avançado, falantes nativos de português brasileiro (PB). Dezesseis voluntários (8 falantes nativos de PB e 8 falantes nativos de inglês) participaram de um experimento em que foi verificado se houve diferenças entre o processamento de phrasal verbs literais e verbos lexicais. Para esta verificação, foi registrado o movimento dos olhos dos participantes enquanto liam sentenças que continham um dos dois tipos de verbos. As medidas de tempo de primeira leitura e tempo total de leitura na região de interesse mostraram que os aprendizes de inglês como L2 dedicaram mais atenção aos phrasal verbs do que aos verbos lexicais, o que interpretamos como evidência de um custo maior no processamento de sentenças com phrasal verbs do que naquelas com verbos lexicais. Os resultados são discutidos à luz de hipóteses sobre o processamento de phrasal verbs.

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“…Gibbs et al, 1989: 577, para una definición completa), pueden tener ambas posibilidades de procesamiento dependiendo de la frecuencia. Algunos estudios vinculan las diferencias en el procesamiento de EI en una L2 al nivel lingüístico del sujeto (Matlock & Heredia, 2002).…”

Section: El Procesamiento De Idioms En La L2unclassified

“…Entre los factores más relevantes para justificar diferencias en el procesamiento de una EI en la primera y segunda lengua se encuentran la competencia de los hablantes en la L2 (Matlock & Heredia, 2002) y la frecuencia de la EI (Ellis, Simpson-Vlach & Maynard, 2008). Ellis y sus colaboradores (2008) estudiaron las fórmulas en el lenguaje académico, llegando a resultados que indican que la frecuencia de una expresión figurada es el factor más influyente para su procesamiento correcto, mientras que para los hablantes nativos muestra más influjo el mi, un estadístico utilizado en psicolingüística que valora el grado de ocurrencia conjunta de dos palabras Logos: Revista de Lingüística, Filosofía y Literatura 25(1) Tabla 1.…”

Section: El Procesamiento De Idioms En La L2unclassified

Figurative Language Comprehension and Production in the L2. Analysis of a Virtual Forum

Sampietro

2015

Logos

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Resumen: El estudio del bilingüismo es una de las áreas más dinámicas en la investigación en psicolingüística (Grosjean & Li, 2013). A pesar de la gran cantidad de estudios realizados en esta disciplina, sigue habiendo relativamente poca investigación que analice el procesamiento del lenguaje figurado. Esta misma falta de estudios se encuentra también en la glotodidáctica, puesto que la mayoría de estudios conciernen la enseñanza de idioms en inglés como lengua extranjera (Nation, 2001). Tras una revisión de los principales debates sobre el estudio del procesamiento de expresiones idiomáticas y su comprensión en la L2, el presente trabajo analiza las estrategias empleadas por usuarios de un foro lingüístico virtual en la comprensión y producción de expresiones no literales en castellano e italiano como lenguas extranjeras, valorando especialmente la importancia de la conciencia metalingüística del hablante. Se esbozarán finalmente algunas posibilidades para la aplicación de los resultados del estudio a la enseñanza de lenguas extranjeras. IntroducciónDesde la publicación de Metáforas de la vida cotidiana de Lakoff y Johnson (1980), ha sido plenamente reconocida la prevalencia del lenguaje figurado en nuestro uso habitual del lenguaje (Boers, 2000). Desde la perspectiva del aprendiz de una segunda lengua, la interpretación del lenguaje figurado es un aspecto muy importante con el que el hablante tiene que enfrentarse de manera recurrente a lo largo de las distintas fases del aprendizaje lingüístico. La competencia metafórica, es decir, la capacidad de comprender y utilizar el lenguaje figurado y entender y aprovechar la ambigüedad de determinados términos (Levorato, 1993), es una habilidad a desarrollar también en el ámbito de la enseñanza de segundas lenguas (Danesi, 1992).Movidos por este interés en las expresiones idiomáticas y el lenguaje figurado en general, hemos examinado las estrategias de comprensión y traducción de locuciones de la L1 a la L2 y al revés, a través del análisis de algunas conversaciones en un foro virtual, en el que los usuarios plantean dudas lingüísticas, a saber, el foro del diccionario en línea WordReference 1 y concretamente la sección italiano-español. La investigación irá guiada por las siguientes cuestiones:1. Valorar cuáles son las estrategias más utilizadas en la comprensión y traducción del lenguaje no literal en una segunda lengua; 2. Si generalmente en las conversaciones objeto de estudio las expresiones figuradas se interpretan correctamente o no; 3. Si el usuario reconoce que tiene que interpretar la expresión de forma no literal; 4. Si dicho reconocimiento conlleva una interpretación correcta, es decir, si hay una correlación entre el reconocimiento y el resultado de la interpretación.La noción de idiomaticity (idiomaticidad) en el contexto de la enseñanza y aprendizaje de segundas lenguas ha sido abordada desde varios puntos de vista (Wulff, 2012). En el ámbito fraseológico, al margen de los estudios contrastivos (cfr. por ejemplo Quiroga (2006) para estudios sobre frase...

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11 Understanding phrasal verbs in monolinguals and bilinguals

Cited by 62 publications

References 24 publications

Processing collocations: Do native speakers and second language learners simultaneously access prefabricated patterns and each single word?

Processing collocations: Do native speakers and second language learners simultaneously access prefabricated patterns and each single word?

Processing of literal phrasal verbs by non-native and native speakers of English: an eye movement study

Figurative Language Comprehension and Production in the L2. Analysis of a Virtual Forum

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