Research on ambiguous idioms has mainly explored L1 processing. The effect of sense-specific frequency has not yet been examined in L1 or L2. This two-experiment study investigates how L1 speakers process duplex collocations (Experiment 1) and how L2 learners acquire them (Experiment 2), with implications for idiom processing theories.
Research into the on-line processing of ambiguous idioms - those with literal and figurative meanings - has largely focused on models of idiom processing in a L1 (Gibbs et al., 1989). The few studies that have looked at the processing of ambiguous idioms in a L1 as well as a L2 suggest a processing advantage for figurative interpretations over literal ones for L1 but not L2 speakers (Cieślicka, 2006, 2010; Siyanova-Chanturia et al., 2011). One issue that these studies have not addressed is the effect of sense-specific frequency. Using an off-line meaning-recall task, Macis and Schmitt (2017) examined the effect of figurative meaning frequency on L2 knowledge of duplex collocations (fat cat = figurative meaning 'a wealthy person') and found it non-significant. Thus, there are two areas that still warrant further research: (1) meaning-specific frequency effects on on-line processing, and (2) the teaching of figurative meanings to L2 learners to establish this knowledge.
The present study borrowed 11 Adjective + Noun duplex collocations from Macis and Schmitt (2017) to explore the processing (Experiment 1) and learning (Experiment 2) of duplex collocations. In Experiment 1, 45 L1 English speakers completed a lexical decision task (LDT) which included the collocation prime (fat cat) and one of three targets: figurative (rich), literal (animal), or control (paint). Mixed-effects modelling showed, as predicted by usage-based models, that meaning-specific frequency was a significant predictor of reaction time. Also, quite surprisingly, figurative targets showed a processing disadvantage (longer reaction time) in comparison to literal and unrelated ones. In Experiment 2, 38 EFL learners were divided into experimental (taught the figurative meanings of target collocations) and control (no treatment) groups. Both groups completed the same semantic priming task employed in Experiment 1 (implicit sensitivity) in addition to an explicit meaning recall test. Results showed that the experimental group developed explicit knowledge of figurative meanings but showed no implicit sensitivity to them. These results have important implications for theories of L1/L2 processing and learning as well as EFL teaching practice.
