In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms...In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms and collocations） and find evidence for holistic processing of the target linguistic sequences. This paper reviews and comments on lexical bundles and related concepts, trying to make clear this well focused research area in second language acquisition （SLA）. Literature is reviewed and criticized on frequency effect in L2 learning, formulaic sequences, and implicit/explicit knowledge/learning, including their theoretical basis, methodology, and conclusion. In this paper, the author argues that sufficient practice, either receptive or productive, can turn explicit knowledge implicit, making it automatically accessed and retrieved. Suggestions on further study in lexical bundles are given.展开更多
文摘In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms and collocations） and find evidence for holistic processing of the target linguistic sequences. This paper reviews and comments on lexical bundles and related concepts, trying to make clear this well focused research area in second language acquisition （SLA）. Literature is reviewed and criticized on frequency effect in L2 learning, formulaic sequences, and implicit/explicit knowledge/learning, including their theoretical basis, methodology, and conclusion. In this paper, the author argues that sufficient practice, either receptive or productive, can turn explicit knowledge implicit, making it automatically accessed and retrieved. Suggestions on further study in lexical bundles are given.
