The present study investigates the effects of congruency and frequency on adjective-noun collocational processing for Chinese learners of English at two proficiency levels based on the data obtained in an online accep...The present study investigates the effects of congruency and frequency on adjective-noun collocational processing for Chinese learners of English at two proficiency levels based on the data obtained in an online acceptability judgment task.The subject pool of this research included 60 English majors studying at a university in China;30 were selected as a higher-proficiency group and 30 as a lower-proficiency group according to their Vocabulary Levels Test(Schmitt et al.,2001)scores and their self-reported proficiency in English.The experimental materials were programmed to E-prime 2.0 and included six types of collocations:(1)15 high-frequency congruent collocations,(2)15 low-frequency congruent collocations,(3)15 high-frequency incongruent collocations,(4)15 low-frequency incongruent collocations,(5)15 Chinese-only items,and(6)75 unrelated items for baseline data.The collected response times(RTs)and accuracy rates data were statistically analyzed by the use of an ANOVA test and pairwise comparisons through SPSS 16.0 software.The results revealed that:(1)the adjective-noun collocational processing of Chinese English learners is influenced by collocational frequency,congruency and L2 proficiency;(2)the processing time is affected by the interaction of congruency and frequency;and(3)the interactive effect of L2 proficiency in conjunction with congruency and frequency also influences the processing quality.展开更多
This study explores word class influence upon L1 and L2 word association. The participants included 26 L1 English speakers and 28 advanced EFL learners who finished an English word association test that involved three...This study explores word class influence upon L1 and L2 word association. The participants included 26 L1 English speakers and 28 advanced EFL learners who finished an English word association test that involved three types of stimuli： nouns, verbs and adjectives. Response words to the stimuli were classified into paradigmatic, syntagmatic, encyclopedic and form- based categories. Results show that： 1） L2 mental lexicon largely resembled that of L1 English speakers in that both were dominated by paradigmatic association, but L2 syntagmatic association was obviously weaker than that of L1 across the three word classes; 2） Verbs and adjectives demonstrated a greater potential to elicit syntagmatic responses than nouns in both L1 and L2 association; 3） Compared with verbs and adjectives, nouns were more paradigmatically challenging to L2 learners.展开更多
文摘The present study investigates the effects of congruency and frequency on adjective-noun collocational processing for Chinese learners of English at two proficiency levels based on the data obtained in an online acceptability judgment task.The subject pool of this research included 60 English majors studying at a university in China;30 were selected as a higher-proficiency group and 30 as a lower-proficiency group according to their Vocabulary Levels Test(Schmitt et al.,2001)scores and their self-reported proficiency in English.The experimental materials were programmed to E-prime 2.0 and included six types of collocations:(1)15 high-frequency congruent collocations,(2)15 low-frequency congruent collocations,(3)15 high-frequency incongruent collocations,(4)15 low-frequency incongruent collocations,(5)15 Chinese-only items,and(6)75 unrelated items for baseline data.The collected response times(RTs)and accuracy rates data were statistically analyzed by the use of an ANOVA test and pairwise comparisons through SPSS 16.0 software.The results revealed that:(1)the adjective-noun collocational processing of Chinese English learners is influenced by collocational frequency,congruency and L2 proficiency;(2)the processing time is affected by the interaction of congruency and frequency;and(3)the interactive effect of L2 proficiency in conjunction with congruency and frequency also influences the processing quality.
基金supported in part by a research grant from Jiangsu Provincial Education Bureau (2014SJD118)
文摘This study explores word class influence upon L1 and L2 word association. The participants included 26 L1 English speakers and 28 advanced EFL learners who finished an English word association test that involved three types of stimuli： nouns, verbs and adjectives. Response words to the stimuli were classified into paradigmatic, syntagmatic, encyclopedic and form- based categories. Results show that： 1） L2 mental lexicon largely resembled that of L1 English speakers in that both were dominated by paradigmatic association, but L2 syntagmatic association was obviously weaker than that of L1 across the three word classes; 2） Verbs and adjectives demonstrated a greater potential to elicit syntagmatic responses than nouns in both L1 and L2 association; 3） Compared with verbs and adjectives, nouns were more paradigmatically challenging to L2 learners.
