The lexical processing of Japanese collocations by Chinese Japanese-as-a-Foreign-Language learners: An experimental study by manipulating the presentation modality, semantic transparency, and translational congruency.

Abstract

Research on collocations has become an essential issue in L2 acquisition and cognitive psychology. Previous studies have mainly focused on phonographic languages such as English, Swedish, and German, and primarily discussed the effect of semantic transparency and translational congruency. However, these studies have lacked (1) an analysis of the interactions between presentation modalities (visual vs. auditory) and the semantic transparency and translational congruency, and (2) a discussion of an ideographic language, such as Chinese and Japanese. We conducted an experiment with 36 Chinese Japanese-as-a-Foreign-Language learners to examine the processing of Japanese collocations. In the experiment, we manipulated the presentation modality, semantic transparency, and translational congruency during a lexical judgment task. Data analysis using linear mixed-effects models revealed the following. (1) In both conditions of semantic transparency and translational congruency, the auditory presentation was associated with longer reaction times than the visual presentation. (2) In the visual presentation condition, neither semantic transparency nor translational congruency showed significant effects. (3) In the auditory presentation condition, the reaction time for collocations with high semantic transparency tended to be longer than that for collocations with medium semantic transparency and significantly longer than that for collocations with low semantic transparency. The reaction time for collocations with congruent translation was longer than that for collocations with incongruent translation. These results support the dual-route model of Japanese collocational processing by Chinese Japanese-as-a-Foreign-Language learners. Our findings suggest that whether the analytic or holistic processing dominates is closely related to the learners' knowledge of Chinese and Japanese Kanji words and strongly influenced by the presentation modality, semantic transparency, and translational congruency.