Phrasal Learning Is a Horse Apiece: No Recognition Memory Advantages for Idioms in L1 and L2 Adult Learners

Sara D Beck,Andrea Weber

doi:10.3389/fpsyg.2021.591364

Abstract

Native (L1) and to some extent non-native (L2) speakers have shown processing advantages for idioms compared to novel literal phrases, and there is limited evidence that this advantage also extends to memory in L1 children. This study investigated whether these advantages generalize to recognition memory in adults. It employed a learning paradigm to test whether there is a recognition memory advantage for idioms compared to literal phrases in adult L1 and L2 learners considering both form and meaning recognition. Additionally, we asked whether the presence of unfamiliar vocabulary interferes with phrasal learning by looking at recall of such unfamiliar words. When encountering new idioms, L2 learners often must cope with both figurative meaning and unfamiliar vocabulary. While single word meaning need not interfere with idiomatic meaning, it is a building block for the meaning of literal phrases. In Experiment 1, L2 learners showed equal recall for the form and meaning of literal and idiomatic phrases in which either all words were highly familiar, or one word was unfamiliar. However, unfamiliar words decreased overall recognition and were also remembered significantly better in literal compared to idiomatic phrases. In Experiment 2, L1 speakers also showed no recall differences between phrase types, but they displayed a trending increase in recognition in the presence of unfamiliar words. We conclude that there is no inherent recognition memory advantage for idioms based on figurativeness alone, and word- and phrasal meaning interact differently in learner groups.

Highlights

Idioms challenge language learners as they represent a figurative meaning that is not achieved through classic language composition
If single word meanings play a role in idiom recognition, unfamiliar words may cause phrasal learning to be affected by the presence of such words, and, in turn, single word-learning to be negatively affected in idiomatic phrases
Motivated by previous research suggesting a difference in the acquisition and storage of idiomatic phrases compared to literal phrases (e.g., Reuterskiöld and Van Lancker Sidtis, 2012), the current study set out to examine the presence of this difference first in non-native learners and in adult native speakers

Summary

Introduction

Idioms challenge language learners as they represent a figurative meaning that is not achieved through classic language composition. While there are idioms that are arguably more transparent in meaning, in that individual words make contributions (e.g., hit the mark), non-transparent idioms, such as shoot the breeze, will be the focus of this study In both cases, are adult native (L1) and highly proficient nonnative (L2) users of a language able to interpret idioms quickly and without difficulty (e.g., Beck and Weber, 2016a), but they may be able to do so more quickly than with comparable novel phrases (e.g., Underwood et al, 2004). If single word meanings play a role in idiom recognition, unfamiliar words may cause phrasal learning to be affected by the presence of such words, and, in turn, single word-learning to be negatively affected in idiomatic phrases

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