Collocational frequency and context effects on idiom processing in advanced L2 speakers.

Abstract

Multiword expressions have attracted attention recently following suggestions that they are acquired chunk-wise by children in the first language, while adults learning a second language may focus more on individual words within an expression. This is of particular interest for the acquisition of idioms, which are multiword expressions in which the literal meanings of the component words do not (always) directly contribute to overall phrasal meaning, resulting in a figurative interpretation. Figurative meaning access is speeded both by idiom-internal characteristics, like higher collocational frequency, and idiom-external characteristics, like supportive contexts. We examined the relationship between the collocational frequency of idioms' component words and the context in which an idiom is embedded. In a visual world eye-tracking study, advanced nonnative English speakers heard incomplete English phrases embedded within contexts that biased either literal or idiomatic continuations and saw images representing literal or figurative completions, or distractor images. Participants showed higher looks to figurative completions that were at odds with contextual bias, suggesting that integrating frequency information in context in adult L2 users may be overridden when a phrase is figurative. However, higher-proficiency participants showed more successful suppression of inappropriate figurative continuations. These results suggest that idiom conventionality when compared to literal phrases may be a stronger driver of predictive looks than collocational frequency or contextual bias alone, and that sensitivity to contextual fit when processing idioms may still be developing even among very advanced L2 users. Public Significance StatementAdult second language users often have difficulty with figurative language such as idioms, possibly reflecting difficulty accessing conventionalized multiword sequences. The main finding was that knowledge about when an idiom fits the context may still be developing even among very advanced adult users. However, as users' proficiency grows, they are more able to process figurative phrases holistically instead of word-by-word.

Rethinking Figurative Language in Autism: What Evidence Can We Use for Interventions?

“…This is what two recent studies set out to explore. Milburn et al (2021) and Milburn et al (in submission) examined the relationship between the collocational frequency of idioms' component words and the context in which an idiom is embedded in two populations of users. In a visual world eye-tracking study, advanced nonnative English speakers and native language speakers heard incomplete English phrases embedded within contexts that biased either literal or idiomatic continuations and saw images representing literal or figurative completions, or distractor images.…”

Not Batting an Eye: Figurative Meanings of L2 Idioms Do Not Interfere with Literal Uses

“…In contrast to the above, a recent eye-tracking visual world study by Milburn et al (2021), reported L2 idiom activation in inappropriate contexts. The researchers recorded fixations of advanced L2 users of English with L1 Norwegian while they listened to incomplete sentences biasing an idiomatic conclusion (Because she was exhausted, Victoria hit the [sack]), a literal conclusion (After tripping on a rock, Victoria hit the [dirt]), or were unbiased (Victoria hit the [sack/dirt]).…”

“…Most previous research suggests that the literal meaning of idioms is particularly prominent in L2 processing (literal bias), while the figurative meaning is only accessed later during processing (e.g., Carrol and Conklin 2017;Cieślicka and Heredia 2017;Siyanova-Chanturia et al 2011). Intriguingly, however, a recent study by Milburn et al (2021) reported that advanced L2 users not only overcame this literal bias, but also started overextending idiom use in inappropriate contexts, suggesting an overactivation of figurative meanings. Specifically, using a visual world paradigm, the researchers observed activation of idiom-related targets in contexts where they were not warranted.…”

Initiating and Institutionalizing Cognitive Science and Psycholinguistics in Nepal: A Report

“…Their study showed that a greater paradox exists in individuals with autism spectrum disorder where they face problems in figurative language and advanced syntax processing even if they are linguistically talented compared to the paradox of problems with pragmatic skills and complex syntax across the spectrum even when structural language remains intact (Landa, 200;Tager-Flusberg et al, 2005). They presented their results of a comparison of figurative language comprehension between individuals with and without autism disorder (Chahboun et al, 2016), a critical review of clinical and experimental research in problems of figurative language processing in atypical population with focus on autism spectrum disorder (Vulchanova et al, 2015), metaphorical priming in high functioning autism (Chahboun et al, 2017), language processing differences in typically growing individuals and those with ASD using both eye-tracking and mouse-tracking , difficulties experienced by autistic individuals in language and communication using priming paradigm in lexical decision task (Chahboun et al, 2015), exploring current theories of figurative language processing and acquisition in literal or compositional meaning in interpreting non-literal expressions , acquisition of multiword acquisition in children L1 and adult L2 (Milburn et al, 2021). They provided evidence from research on gesture in ASD, drawing in quantitative and qualitative differences focusing on a novel approach to gesture morphology (Ramos-Cabo et al 2019) showing children with ASD produce few pointing gestures, fewer index finger, fewer no contact pointing gesture compared to typically developing children.…”