Desirable difficulties while learning collocations in a second language: Conditions that induce L1 interference improve learning

Abstract

Learning conventional verb-noun combinations in a second language is known to be highly problematic when word choices differ from those in the native language. Grounded on recent proposals of desirable difficulties in vocabulary learning (Bjork & Kroll, 2015), we tested Spanish learners of English on a new paradigm that aimed to induce interference from the native language during lexical selection in a second language, as a way to train regulation of the dominant language. Results showed that recall rates were significantly higher in the group of learners that practiced in conditions of L1-interference. Faster RTs showed more efficient lexical selection in those same learners. Additionally, RTs revealed that the more successful learners in both groups incurred a cost in accessing verb choices congruent with the native language, a finding that is consistent with an inhibitory account.

Individual Chunking Ability Predicts Efficient or Shallow L2 Processing: Eye-Tracking Evidence From Multiword Units in Relative Clauses

“…First, a list of thirty-eight target V-N phrases was created, half of which were congruent (i.e., had literal equivalents) across English and Spanish, while the other half were cross-linguistically incongruent, i.e., specific to the L2. While phrases congruent with the native language are interpretable based on cross-language similarity ( Siyanova-Chanturia et al, 2011a ; Pulido and Dussias, 2020 ), incongruent items require knowledge specific to the L2. Given this, incongruent items were selected based on their similarity to a list of collocations that had been recently learned by the participants.…”

“…Multiword units that are congruent (i.e., have word-by-word equivalents) are known to experience a processing advantage (even when encountered for the first time, e.g., Carrol and Conklin, 2017 ). On the other hand, L1-L2 incongruent multiword units, which differ at least in part from their L1 counterparts, are notoriously difficult to acquire (e.g., Nesselhauf, 2003 ; Laufer and Girsai, 2008 ; Pulido and Dussias, 2020 ) (e.g., in Spanish pedir una hamburguesa is equivalent to “order a hamburger,” but it literally translates as “request a hamburger”). A number of studies have consistently found cross-linguistic costs in processing of L1-L2 incongruent multiword units such that, even when these are well known, they produce costs in L2 processing ( Yamashita and Jiang, 2010 ; Wolter and Gyllstad, 2011 , 2013 ; Wolter and Yamashita, 2018 ).…”

Empirical Feasibility of the Desirable Difficulty Framework: Toward More Systematic Research on L2 Practice for Broader Pedagogical Implications

“…Pulido and Dussias () examined the learning of English congruent and incongruent collocations by first‐language (L1) Spanish speakers. Congruent collocations refer to expressions that can be literally translated from one language to another.…”

“…In our view, these two recent studies help address Rogers and Leow's concern, because they shed light on “the cognitive processes triggered by different practice conditions” (Rogers & Leow, , pp. 309‐312) in Suzuki et al.’s () framework, one in the laboratory (Pulido & Dussias, ) and the other in classroom settings (Sato & McDonough, ).…”

“…The study conducted by Pulido and Dussias (; see the previous section) can be considered as an excellent example of studies that explored all three components of the framework put forward by Suzuki et al. (): practice condition (i.e., L1 interference vs. unrelated), linguistic difficulty (i.e., congruent vs. noncongruent collocations), and learner‐related difficulty (i.e., prior knowledge, phonological short‐term memory, working memory).…”