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Article published In: Bringing Figurative Language into Real L2 Classrooms: The challenges of empirical testing
Edited by Ana M. Piquer-Píriz and Reyes Llopis-García
[Review of Cognitive Linguistics 22:2] 2024
► pp. 330–353

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Special issue article

Raising the bar

Enhancing study design and validity in L2 idiom research

ORCiD logo with link | Kansai University
Published online: 29 April 2024
DOI logo with link
https://doi.org/10.1075/rcl.00185.ram
Abstract
Empirical testing is a challenging aspect of L2 classroom-based research, especially when exploring the multifaceted nature of figurative language, such as metaphorical idioms. Typically, studies in applied linguistics involve language learners from convenience samples of intact classes. This approach can pose problems as these classes represent non-random, often small, samples of participants. Despite these challenges, appropriate precautions and considerations, such as addressing overlooked idiom-inherent variables, contemplating counterbalancing, managing time-on-task, and making well-informed treatment and data collection design choices can minimize confounding variables and enhance a study’s design and resultant validity. The author of this article offers a reflective commentary based on a previous study ( (2022). A double-edged sword: Metaphor and metonymy through pictures for learning idioms. International Review of Applied Linguistics in Language Teaching, 60(3), 523–561. Google Scholar logo with link to Google Scholar) to expound on these considerations and provide modest proposals for improving future study quality in this domain.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Challenges in L2 classroom-based research
    • 2.2Figurative language and L2 learning
    • 3.Method
    • 3.1Treatment preparation
    • 3.2Participants
    • 3.3Procedure
      • 3.3.1Study design
      • 3.3.2Biographical information and vocabulary pre-tests
      • 3.3.3PowerPoint treatment
      • 3.3.4Immediate and delayed post-treatment assessments
  • 4.Results
  • 5.Discussion
    • 5.1Confounding variables
      • 5.1.1Semantic transparency
      • 5.1.2Imageability
      • 5.1.3Lexical features
      • 5.1.4L1 equivalents
      • 5.1.5Complexity of meaning
    • 5.2Counterbalancing and time-on-task
    • 5.3Measuring the durable learning of idioms
    • 5.4Participant-related variables
  • 6.Conclusion
  • References
References (40)
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