Exploring knowledge of transparent and non-transparent multi-word phrases among L2 English learners living in an Anglophone setting

Abstract

Skillful use of figurative phrases is often a benchmark for advanced or “native-like” English. Despite being highly prevalent, non-compositional phrases present a disproportionate challenge for L2 English users (Barfield & Gyllstad, 2009; Carrol & Conklin, 2017); this asymmetrical challenge appears to decrease with increased exposure and linguistic proficiency (Beck & Weber, 2016; Macias & Schmitt, 2017). This study administered an electronic assessment of knowledge of British English verb + object multi-word phrases of varying transparency to identify knowledge differences between intermediate and advanced L2 learners and monolinguals and to quantify the effect of non-transparency. Eighty-one adults participated: 61 U.K.-based L2 English users (37 intermediate; 25 advanced) and 19 British English monolinguals. A 3x3 ANOVA revealed significant differences between intermediate and advanced L2 users; advanced L2 users living in the U.K. differed significantly from monolinguals in knowledge of non-transparent phrases. Findings demonstrated an effect of non-transparency, such that it was significantly more challenging for learners to produce non-transparent phrases than comparably frequent transparent phrases. Implications for L2 English learners in Anglophone and in non-Anglophone settings are discussed.