There is little research available on the incidental learning of figurative language from reading (e.g., Webb, Newton, & Chang, 2013). This study looked at collocations with both literal and figurative meanings, that is, duplex collocations (Macis & Schmitt, 2017a) and whether reading could enhance lexical knowledge of the figurative meanings of these collocations. In three case studies, relatively advanced second language (L2) learners read a semi-authentic novel that contained 38 target items. Through one-to-one interviews, the study examined how much learning occurred at the meaning-recall level and how repetition affected this knowledge. Results showed that knowledge of more than half of the target collocations for each participant was enhanced either partially or fully and that repetition was consistently positive, although not always statistically significant.
description.provenance:
Made available in DSpace on 2020-05-22T02:27:23Z (GMT). No. of bitstreams: 1
30_1_10125_66738_macis.pdf: 612165 bytes, checksum: 03a7be347493f05a413089affd160993 (MD5)
Previous issue date: 2018-04
endingpage:
75
identifier.doi:
10125/66738
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66738
number:
1
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Lexis
site_url:
/rfl/item/398
startingpage:
48
subject:
vocabulary acquisition incidental learning from reading duplex collocations figurative language repetition
title:
Incidental learning of duplex collocations from reading: Three case studies
Works published here are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.