Author: Maryam Barghamadi
Barghamadi, Maryam, 2024 Identifying and Teaching English Collocations for Persian Students, Flinders University, College of Nursing and Health Sciences
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Existing research underscores the pivotal role of multi-word units (MWUs) in language acquisition, particularly in enhancing linguistic fluency. Factors such as L1 - L2 congruency and semantic transparency have been identified as crucial determinants of MWU learning difficulty. However, despite the significance of these criteria, there remains a notable gap in the literature regarding the prioritisation of MWUs based on L1 - L2 congruency and semantic transparency for language learners. This gap poses a challenge in developing effective language teaching materials tailored to learners' needs. This study aims to address the existing gap by examining the selection criteria for MWUs and their impact on the English proficiency of Persian-speaking learners. L1 - L2 congruency refers to the MWUs' meaning that is similar or dissimilar to the learners' L1, which poses one of the most significant barriers in L2 collocational processing. Semantic transparency characterises whether the combination of words in an MWU is straightforward and directly reflects the overall meaning (literal) or if the combination involves figurative elements that require additional interpretation (opaque). This study builds upon prior work by investigating MWU selection for Persian-speaking learners of English, with a particular emphasis on L1 - L2 congruency and semantic transparency. Through a contrastive analysis of Rogers’s (2017a) list and transparency classification based on Grant and Bauer's (2004) taxonomy, results reveal a pronounced influence of L1 - L2 congruency on MWU selection, with incongruent items presenting higher learning burdens. With these insights in mind, a digital resource, the General English Phrases (GEP) list, is developed to aid learners in navigating MWUs effectively. This resource offers a comprehensive compilation of MWUs tailored to the needs of Persian learners, prioritising congruency with their native language and enhancing their acquisition journey. In addition, the study examined the productive knowledge of MWUs and the relationship between influential factors such as L1 - L2 congruency, semantic transparency, item frequency, and proficiency levels of Persian-speaking learners (N = 256) via a gap-filling test. Using bootstrapping with standardised bias, regression models were utilised to discern interaction effects. Statistical analysis demonstrated a strong, positive correlation between MWU knowledge and proficiency, as measured by the International English Language Testing System (IELTS) scores. Moreover, the study identifies a decline in MWU knowledge as frequency decreases, with participants demonstrating higher proficiency in congruent and transparent MWUs. Notably, a significant interaction was found between L1 - L2 congruency and IELTS scores, emphasising the salience of L1 - L2 congruency in MWU learning. This study's contributions extend to identifying and ranking MWUs based on the frequency and L1 - L2 congruency, as exemplified in creating the GEP list. Overall, these findings deepen our understanding of collocational fluency among L2 learners and advocate for prioritising L1 - L2 congruency in language teaching materials and curriculum development. This research endeavours to enhance language learning experiences for Persian learners by bridging the identified gap in MWU selection criteria. By prioritising factors such as L1 - L2 congruency and semantic transparency, this study advocates for developing language teaching materials and curricula that better cater to the specific needs of learners, thereby promoting inclusivity and practicality in language education.
Keywords: L1 - L2 congruency, lemmatised concgramming approach, multi-word units, second language acquisition, semantic transparency.
Subject: Languages thesis
Thesis type: Doctor of Philosophy
Completed: 2024
School: College of Nursing and Health Sciences
Supervisor: Associate Professor Amanda Müller