The pedagogical relevance of processing instruction in second language idiom acquisition

Jeong Eun Kim, Hosung Nam

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study explores the relevance and effectiveness of processing instruction in second language (L2) idiom learning by examining (1) whether structured input (SI) is more effective than non-SI, comprehension-based activities and (2) whether explicit information (EI) in addition to SI can facilitate L2 idiom learning. One hundred adult L2 English speakers were randomly assigned to one of six conditions: four groups who participated in SI activities in one of four EI conditions (i. e., no EI; EI before SI, EI during SI, or EI both before and during SI), a non-SI group, and a control group. Results from three types of tasks (translation, interpretation, and production) showed that (1) SI is more effective than comprehension-based activities in developing learners' L2 idiom production ability and (2) EI can facilitate learners' accurate L2 idiom translation, particularly when it is provided before the SI activities. No beneficial effect was observed from EI provided during the SI activities.

Original languageEnglish
Pages (from-to)93-132
Number of pages40
JournalIRAL - International Review of Applied Linguistics in Language Teaching
Volume55
Issue number2
DOIs
Publication statusPublished - 2017 Jun 27

Fingerprint

language acquisition
instruction
comprehension
Idioms
Language
Group
learning
interpretation

Keywords

  • L2 idiom learning
  • preemptive explicit instruction
  • processing instruction
  • reactive explicit instruction
  • structured input activities

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language

Cite this

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title = "The pedagogical relevance of processing instruction in second language idiom acquisition",
abstract = "This study explores the relevance and effectiveness of processing instruction in second language (L2) idiom learning by examining (1) whether structured input (SI) is more effective than non-SI, comprehension-based activities and (2) whether explicit information (EI) in addition to SI can facilitate L2 idiom learning. One hundred adult L2 English speakers were randomly assigned to one of six conditions: four groups who participated in SI activities in one of four EI conditions (i. e., no EI; EI before SI, EI during SI, or EI both before and during SI), a non-SI group, and a control group. Results from three types of tasks (translation, interpretation, and production) showed that (1) SI is more effective than comprehension-based activities in developing learners' L2 idiom production ability and (2) EI can facilitate learners' accurate L2 idiom translation, particularly when it is provided before the SI activities. No beneficial effect was observed from EI provided during the SI activities.",
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