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Suppression of literal meanings in L2 idiom processing: Does context help?

100%

Cieślicka A.

Studies in Second Language Learning and Teaching

2011

vol. 1

issue 1

13-36

This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.

Suppression of literal meanings in L2 idiom processing: Does context help?

88%

Cieślicka A. B.

Studies in Second Language Learning and Teaching

2011

vol. 1

issue 1

13-36

Most current idiom processing models acknowledge, after Gernsbacher and Robertson (1999) that deriving an idiomatic meaning entails suppression of contextually inappropriate, literal meanings of idiom constituent words. While embedding idioms in the rich disambiguating context can promote earlier suppression of incompatible literal meanings, idioms embedded in the neutral context, favoring neither their literal nor figurative reading, are likely to become disambiguated much later in the course of their comprehension. The study reported in this paper investigates the role of context in suppressing irrelevant, literal meanings of idioms in the course of their processing by Polish proficient speakers of English. Ambiguous (literally plausible) English idioms were embedded in sentences which were either neutral (i.e., did not bias either the literal or figurative reading of the idiom, e.g., There was no need to add fuel to the fire) or figurative-biased (e.g., The chairman is in a bad mood so do not say anything, as this will only add fuel to the fire) and followed by targets related literally (e.g., HEAT) or figuratively (e.g., WORSE) to idiom meanings and displayed either immediately at idiom offset (0 ms) or after 300 ms. The self-paced reading paradigm was employed, in which participants first read the idiomatic sentences at their own pace and then made a lexical decision, i.e., decided if the displayed target string is a legitimate English word or not. Context was shown to play an important role in suppressing irrelevant meanings, but its effects were modulated by salience (prominence) of idioms’ literal meanings as well as the time that elapsed from the end of the sentence to the display of the target stimulus.

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2 Studies in Second Language Learning and Teaching

1 Cieślicka A.

1 Cieślicka A. B.

2 2011

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Suppression of literal meanings in L2 idiom processing: Does context help?

Suppression of literal meanings in L2 idiom processing: Does context help?