Knowledge of Nativelike Selections in a L2

Abstract

It is well established that part of native speaker competence resides in knowledge of conventionalized word combinations, or nativelike selections (NLSs). This article reports an investigation into the receptive NLS knowledge of second language (L2) users of English in both the United Kingdom and Poland and the influence of a variety of independent variables on this knowledge. Results indicate that only an early start (< 12 years old) in an immersion setting guarantees nativelikeness. Long exposure in late starters brings moderate gains in both settings but not to nativelike levels; positive feelings toward the L2 and motivation to interact in it bear little to no relationship with NLS; phonological short-term memory (pSTM) is the only predictor of NLS ability in immersion late starters, with no effect found in a foreign language setting. Our results suggest that NLS is subject to age effects and that, for late starters, a good pSTM and L2 immersion are necessary for the acquisition of this dimension of L2 knowledge.

Frequency effects on first and second language compositional phrase comprehension and production

“…The current experiment, however, used a within-subject counterbalanced design (i.e., every participant produced both phrases from each pair) because a between-subject design is less suitable for NNSs. That is, it is more difficult to match two different NNS groups on all variables known to affect L2 attainment, such as memory (e.g., Foster, Bolibaugh, & Kotula, 2014) and aptitude (DeKeyser, 2000). Thus, these methodological dissimilarities may have contributed to the incongruent results.…”

Multi‐Word Expressions in Second Language Writing: A Large‐Scale Longitudinal Learner Corpus Study

“…Critically, they are an integral part of the mental lexicon on a par with single words and have thus been claimed to be fundamental building blocks of language (Arnon, McCauley, & Christiansen, ; Arnon & Snider, ; Christiansen & Chater, ; Elman, ; Wray, ). Yet, as a great many studies can attest, L2 learners often experience considerable difficulties acquiring and using multi‐word expressions in speech and writing (Foster, Bolibaugh, & Kotula, ; Wray, ).…”

Age of acquisition – not bilingualism – is the primary determinant of less than nativelike L2 ultimate attainment

“…Instruments 6 and 7: formulaic language Even though L2 learners (as well as L1 learners) rely on prefabricated linguistic chunks in early language development, the idiomatic use of formulaic language has been shown to be one of the greatest difficulties for (even very advanced) L2 speakers (e.g., Erman, Forsberg Lundell & Lewis, 2018;Foster, Bolibaugh & Kotula, 2014;Granena & Long, 2013;Wray, 2005). The present study included one test of idioms (Instrument 6) and one test of proverbs (Instrument 7).…”