Cover not available

Article published In: Review of Cognitive Linguistics
Vol. 17:2 (2019) ► pp.331–357

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

The effects of L1 congruency, L2 proficiency, and the collocate-node relationship on the processing of L2 English collocations by L1-Chinese EFL learners

 | University of Macau, Faculty of Education
 | University of Macau, Faculty of Education | University of Macau, Centre for Cognitive and Brain Sciences
Published online: 10 January 2020
DOI logo with link
https://doi.org/10.1075/rcl.00038.din
Abstract
This study investigated the effects of first language (L1) congruency, second language (L2) proficiency, and the collocate-node relationship (i.e., verb-noun, adjective-noun, noun-noun) on collocation processing by logographic L1-Chinese learners of English. Comparisons were made of accuracy rates and response times to a collocation lexical decision task completed by L1-Chinese English as a Foreign Language (EFL) English Majors (n = 30), L1-Chinese EFL non-English Majors (n = 30), and L1-English Native Speakers (n = 26). Analysis of the data revealed that while congruent collocations were processed more accurately and faster than incongruent collocations by both L1-Chinese participant groups, the English Majors showed a processing advantage over their non-English Major peers. Further analysis revealed a processing advantage for noun-noun collocations, providing additional evidence in explaining the difficulties L1-Chinese have in acquiring verb-noun collocations. These results and other nuanced statistical findings are discussed in relation to pedagogical means of enhancing L2 collocation acquisition by L1-Chinese speakers.
Article outline
  • 1.Introduction and background
  • 2.L1 Congruency
  • 3.L2 Proficiency
  • 4.Collocate-node relationship
  • 5.Problem statement and research question
  • 6.Methods
    • 6.1Participants
    • 6.2Materials
    • 6.3Procedures
  • 7.Results
    • 7.1Descriptive statistics
    • 7.2Inferential statistics
    • 7.3Planned comparisons
      • 7.3.1Congruency
      • 7.3.2Group and congruency
      • 7.3.3Collocate-node
  • 8.Discussion
    • 8.1L1 Congruency
    • 8.2L2 proficiency and congruency
    • 8.3Collocate-node relationship
  • 9.Pedagogical implications
    • 9.1L2 proficiency and congruency
    • 9.2Collocate-node relationship
  • 10.Conclusion
  • Note
  • References
References (45)
References
Altenberg, B. (1998). On the phraseology of spoken English: the evidence of recurrent word-combinations. In A. P. Cowie (Ed.), Phraseology: Theory, Analysis and Applications (pp. 101–22). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Bahns, J. (1993). Lexical collocations: A contrastive view. ELT Journal, 41 (1), 56–63. Google Scholar logo with link to Google Scholar
Bahns, J., & Eldaw, M. (1993). Should we teach EFL students collocations? System, 21 (1), 101–114. Google Scholar logo with link to Google Scholar
Benson, M., Benson, E., & Ilson, R. (1986). The BBI combinatory dictionary of English. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Biskup, D. (1992). L1 Influence on Learners’ Renderings of English Collocations: A Polish/German Empirical Study. In P. Arnaud & H. B. B’ejoint (Eds.), Vocabulary and Applied Linguistics (pp. 85–93). Amesterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Bruton, A., López, M. G., & Mesa, R. E. (2011). Incidental L2 vocabulary learning: An impracticable term? TESOL Quarterly, 45 (4), 759–768. Google Scholar logo with link to Google Scholar
Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers? Applied Linguistics, 29 (1), 82–89. Google Scholar logo with link to Google Scholar
Crystal, D. (2008). Dictionary of Linguistics and Phonetics. Hoboken, NJ, USA: Wiley. Retrieved from [URL].
Edmonds, A. (2014). Conventional expressions: Investigating pragmatics and processing. Studies in Second Language Acquisition, 36 (1), 69–99. Google Scholar logo with link to Google Scholar
Erman, B., & Warren, B. (2000). The idiom principle and the open choice principle. Text, 20 (1), 29–62. Google Scholar logo with link to Google Scholar
Fan, M. (2009). An exploratory study of collocational use by ESL students – A task based approach. System, 37 (1), 110–123. Google Scholar logo with link to Google Scholar
Foster, P. (2001). Rules and routines: A consideration of their role in the task-based language production of native and non-native speakers. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing (pp. 75–94). London: Longman.Google Scholar logo with link to Google Scholar
Garnier, M., & Schmitt, N. (2015). The PHaVE list: a pedagogical list of phrasal verbs and their most frequent meaning senses. Language Teaching Research, 19 (6), 645–666. Google Scholar logo with link to Google Scholar
Gyllstad, H., & Wolter, B. (2015). Collocational Processing in Light of the Phraseological Continuum Model: Does Semantic Transparency Matter?. Language Learning, 66 (2), 296–323. Google Scholar logo with link to Google Scholar
Jiang, N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21 (1), 47–77. Google Scholar logo with link to Google Scholar
(2002). Form – meaning mapping in vocabulary acquisition in a second language. Studies in Second Language Acquisition, 24 (4), 617–637. Google Scholar logo with link to Google Scholar
(2004). Semantic transfer and its implications for vocabulary teaching in a second language. The Modern Language Journal, 88 (3), 416–432. Google Scholar logo with link to Google Scholar
Jiang, N., & Nekrasova, T. M. (2007). The processing of formulaic sequences by second language speakers. The Modern Language Journal, 91 (3), 433–445. Google Scholar logo with link to Google Scholar
Jiang, J. (2009). Pedagogic materials for L2 collocation use. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language (pp. 99–113). London: Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of memory and language, 33 (2), 149–174. Google Scholar logo with link to Google Scholar
Laufer, B., & Waldman, T. (2011). Verb-noun collocations in second language writing: a corpus analysis of learners’ English. Language Learning, 61 (2), 647–672. Google Scholar logo with link to Google Scholar
Lennon, P. (1996). Getting ‘easy’ verbs wrong at the advanced level. International Review of Applied Linguistics in Language Teaching, 34 (1), 23–36. Google Scholar logo with link to Google Scholar
Lewis, M. (1993). The Lexical Approach: The state of ELT and a way forward. Hove, UK: LTP.Google Scholar logo with link to Google Scholar
Longman Dictionary of Contemporary English for Advanced Learners (English-Chinese). Retrieved January 1, 2015, from: [URL]
Martinez, R., & Schmitt, N. (2012). A phrasal expressions list. Applied Linguistics, 33 (3), 299–320. Google Scholar logo with link to Google Scholar
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24 (2), 223–242. Google Scholar logo with link to Google Scholar
Oxford Collocations Dictionary. Retrieved January 1, 2015, from: [URL]
Parkinson, J. (2015). Noun – noun collocations in learner writing. Journal of English for Academic Purposes, 20 1, 103–113. Google Scholar logo with link to Google Scholar
Papadopoulou, D., & Clahsen, H. (2003). Parsing strategies in l1 and l2 sentence processing. Studies in Second Language Acquisition, 25 (4), 501–528. Google Scholar logo with link to Google Scholar
Paquot, M., & Granger, S. (2012). Formulaic language in learner corpora. Annual Review of Applied Linguistics, 32 (32), 130–149. Google Scholar logo with link to Google Scholar
Peters, E. (2009). Collocation and attention-drawing techniques. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language (pp. 194–207). London: Palgrave Macmillan.Google Scholar logo with link to Google Scholar
(2016). The learning burden of collocations: The role of interlexical and intralexical factors. Language Teaching Research, 20 (1), 113–138. Google Scholar logo with link to Google Scholar
Reynolds, B. L. (2016). Action research: Applying a bilingual parallel corpus collocational concordancer to Taiwanese medical school EFL academic writing. RELC Journal, 47 (2), 213–227. Google Scholar logo with link to Google Scholar
Shin, D., & Nation, P. (2008). Beyond single words: The most frequent collocations in spoken English. ELT journal, 62 (4), 339–348. Google Scholar logo with link to Google Scholar
Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. Canadian Modern Language Review, 64 (3), 429–458. Google Scholar logo with link to Google Scholar
Vasiljevic, Z. (2008). Developing collocational competence of second language learners. The East Asian Learner, 4 (1), 46–50.Google Scholar logo with link to Google Scholar
(2014). Teaching collocations in a second language: why, what and how?. ELTA Journal, 2 (2), 48–73.Google Scholar logo with link to Google Scholar
Wang, S.-L. (2011). A Qualitative Study of Effects of a Browser-based Collocation Tool on L2 Learners’ Collocation Awareness. (MA Thesis), National Central University, Chungli, Taoyuan, Taiwan.Google Scholar logo with link to Google Scholar
Webb, S., & Kagimoto, E. (2010). Learning collocations: Do the number of collocates, position of the node word, and synonymy affect learning?. Applied Linguistics, 32 (3), 259–276. Google Scholar logo with link to Google Scholar
Wolter, B., & Gyllstad, H. (2011). Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge. Applied Linguistics, 32 (4), 430–449. Google Scholar logo with link to Google Scholar
(2013). Frequency of input and L2 collocational processing. Studies in Second Language Acquisition, 35 (3), 451–482. Google Scholar logo with link to Google Scholar
Wolter, B., & Yamashita, J. (2015). Processing collocations in a second language: A case of first language activation? Applied Psycholinguistics, 36 (5), 1193–1221. Google Scholar logo with link to Google Scholar
Xu, J. (2015). Predicting ESL learners’ oral proficiency by measuring the collocations in their spontaneous speech (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. AAT 14875)Google Scholar logo with link to Google Scholar
Yamashita, J., & Jiang, N. (2010). L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly, 44 (4), 647–668. Google Scholar logo with link to Google Scholar
Cited by (20)

Cited by 20 other publications

Liu, Tao & Lin Cheng
2025. The effects of image-schema-based instruction on the learning of collocations of near-synonyms among Chinese EFL learners. Social Sciences & Humanities Open 12 ► pp. 101728 ff. DOI logo
Lu, Xiaolong
2025. Enhancing the processing advantage: two psycholinguistic investigations of formulaic expressions in Chinese as a second language. International Review of Applied Linguistics in Language Teaching 63:4 ► pp. 2807 ff. DOI logo
Ma, Le & Wei Hong
2025. How Do Congruency and L2 Proficiency Impact the Processing of Chinese L2 Collocations? Evidence From Different L1 Activation States. International Journal of Applied Linguistics DOI logo
Reynolds, Barry Lee
2025. Target Words. In Researching Second Language Incidental Vocabulary Acquisition through Reading [Springer Texts in Education, ], ► pp. 109 ff. DOI logo
Wu, Yanfei
2025. 2025 IEEE Integrated STEM Education Conference (ISEC), ► pp. 1 ff. DOI logo
Altamimi, Abdulaziz
2024. The effects of cross-language overlap and semantic transparency on the processing of L2 collocations. Frontiers in Psychology 15 DOI logo
Ding, Chen, Barry Lee Reynolds & Xuan Van Ha
2024. Learners’ perceptions of a collocation instruction and practice component in a Chinese EFL context. The Language Learning Journal 52:1 ► pp. 37 ff. DOI logo
Duan, Shiping & Zhiliang Shi
2024. A longitudinal study of formulaic sequence use in second language writing: Complex dynamic systems perspective. Language Teaching Research 28:2 ► pp. 497 ff. DOI logo
El-Dakhs, Dina Abdel Salam, Suhad Sonbul & Ahmed Masrai
2024. An Eye-Tracking Study on the Processing of L2 Collocations: The Effect of Congruency, Proficiency, and Transparency. Journal of Psycholinguistic Research 53:2 DOI logo
Kao, Chian-Wen
2024. Does one size fit all? The scope and type of error in direct feedback effectiveness. Applied Linguistics Review 15:1 ► pp. 189 ff. DOI logo
Leonard, Roopa, Holly Joseph & Michael Daller
2024. The Influence of the L1 on L2 Collocation Processing in Tamil-English Bilingual Children. Languages 9:10 ► pp. 319 ff. DOI logo
Sonbul, Suhad, Dina Abdel Salam El‐Dakhs & Rezan Alharbi
2024. Rendering natural collocations in a translation task: The effect of direction, congruency, semantic transparency, and proficiency. International Journal of Applied Linguistics 34:1 ► pp. 117 ff. DOI logo
Tan, Xiaochen, Barry Lee Reynolds & Xuan Van Ha
2024. Oral corrective feedback on lexical errors: a systematic review. Applied Linguistics Review 15:3 ► pp. 1177 ff. DOI logo
Boone, Griet, Vanessa De Wilde & June Eyckmans
2023. A longitudinal study into learners’ productive collocation knowledge in L2 German and factors affecting the learning. Studies in Second Language Acquisition 45:2 ► pp. 503 ff. DOI logo
Boone, Griet & June Eyckmans
2023. Productive Collocation Knowledge in L2 German: Study Abroad and L1 Congruency. In Vocabulary Learning in the Wild, ► pp. 67 ff. DOI logo
Boone, Griet & June Eyckmans
2023. Exploring collocation development in L2 German from students’ perspective: A contrasting case study. Studies in Second Language Learning and Teaching 13:3 ► pp. 571 ff. DOI logo
Chen, Ken, Lei Gu & Qiaoyan Bai
2023. Processing Chinese formulaic sequences in sentence context: a comparative study of native and non-native speakers. Humanities and Social Sciences Communications 10:1 DOI logo
Sonbul, Suhad, Dina Abdel Salam El-Dakhs, Kathy Conklin & Gareth Carrol
2023. “Bread and butter” or “butter and bread”? Nonnatives’ processing of novel lexical patterns in context. Studies in Second Language Acquisition 45:2 ► pp. 370 ff. DOI logo
Ma, Zheng, Shiyu Wu & Shiying Xu
2022. Acceptance and Online Interpretation of “Gender-Neutral Pronouns”: Performance Asymmetry by Chinese English as a Foreign Language Learners. Frontiers in Psychology 12 DOI logo
Fang, Nan & Ping Zhang
2021. L1 congruency, word frequency, collocational frequency, L2 proficiency, and their combined effects on Chinese–English bilinguals’ L2 collocational processing. International Journal of Bilingualism 25:5 ► pp. 1429 ff. DOI logo

This list is based on CrossRef data as of 30 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue