Abstract
Collocations and idioms are similar in that the sequence of words is closely related. However, idioms are more closed sets and have a separate meaning like a chunk. Therefore, it was suggested that these classes of vocabulary be taught without analyzing the components. However, according to psycholinguistic experiments, transparency of idioms also affected understanding of their meanings. In this study, we used the lexical decision task for learners of Korean as a second language to measure accuracies and response times for collocations, semi-transparent idioms, and opaque idioms. Vocabulary learning strategies used by learners were also investigated. A correlation analysis between behavioral responses and these strategies was conducted. As a result, strategies such as using a Korean- Korean dictionary, making sentences using new words, and memorizing idioms were useful to learn collocations and idioms. So it is proposed that a teaching method that separates collocations and idioms is needed, and an idiom must be taught by the meaning of its components. (Hankuk University of Foreign Studies)
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