پردازش شناختی درک اصطلاحات زبان دوم: مطالعه تطبیقی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این مطالعه فرایندهای شناختی زیربنای درک عبارات اصطلاحی زبان دوم را با استفاده از دو تکنیک آموزشی بصری مختلف نمایش تصویری معانی تحت اللفظی در مقابل نمایش تصویری معانی مجازی هر عبارت اصطلاحی بررسی می کند. برای این امر دو محیط (موقعیت) (PFL در مقابل PSL)، دو نوع اصطلاحات مختلف (غیرشفاف (کدر) در مقابل شفاف) و دو سطح بسندگی متفاوت (متوسط در مقابل پیشرفته) در نظر گرفته می شود. این کار شامل شیوه های آموزشی رایج بود که از نظریه کدگذاری دوگانه به عنوان دو تکنیک بصری متفاوت با پشتیبانی کلامی برای آموزش انواع مختلف اصطلاحات استفاده می کند. 67 زبان آموز به عنوان زبان دوم و 63 زبان آموز به عنوان زبان خارجی در این مطالعه شرکت کردند. قبل و بعد از آموزش از آزمون درک اصطلاح استفاده شد. نتایج تحلیل واریانس اندازه مکرر براساس مقایسه های پیش آزمون و پس آزمون نشان داد که درک اصطلاحات زبان دوم با توجه به محیط یادگیری، تکنیک آموزشی و نوع اصطلاح متفاوت است. با وجود این، به نظر نمی رسد که سطح بسندگی تأثیری بر نتایج درک برای هیچ گروهی داشته باشد. نتایج آشکار می سازد که در محیط زبان دوم تکنیک مجاز موفق تر از تکنیک تحت اللفظی بوده است. در حالی که در محیط زبان خارجی به کارگیری تکنیک تحت اللفظی در مقایسه با تکنیک مجاز، نمرات بهتری برای زبان آموز به دست آورد. زبان آموزان PSL در یادگیری اصطلاحات با معانی غیرشفاف (کدر) بهتر از زبان آموزان PFL بودند در حالی که زبان آموزان PFL در یادگیری اصطلاحات با معانی شفاف عملکرد بهتری داشتند. نتایج این مطالعه از مدل بازنمایی اصطلاح دوگانه حمایت می کند که بیان می کند زبان آموزان PSL مدخل های اصطلاحات موجود خود را فعال می کنند و آن ها را به صورت مجازی درک می کنند در حالی که زبان آموزان PFL باید اصطلاحات را تجزیه کنند.Cognitive Processing of Second Language Idiom Comprehension: A Comparative Study
This study investigates the cognitive processes underlying second language (L2) idiom comprehension by comparing two distinct visual instructional techniques: visual representation of literal meanings versus visual representation of figurative meanings of idioms. The study considers two learning environments (PFL - Foreign Language setting vs. PSL - Second Language setting), two idiom types (opaque vs. transparent), and two proficiency levels (intermediate vs. advanced). These variables are explored within the context of common teaching methods that leverage dual coding theory, specifically employing two distinct visual techniques with verbal support to teach different idiom types.Results from a repeated-measures analysis of variance based on pretest-posttest comparisons indicated that L2 idiom comprehension differed significantly based on the learning environment, teaching technique, and idiom type. However, proficiency level appeared to have no significant effect on any group’s comprehension outcomes. The findings revealed that in the PSL environment, the figurative technique yielded superior comprehension compared to the literal technique. Conversely, in the PFL environment, the literal technique resulted in better scores for learners than the figurative technique. PSL learners outperformed PFL learners in comprehending opaque idioms, whereas PFL learners demonstrated superior performance with transparent idioms. These findings support the Dual Idiom Representation Model, which posits that PSL learners activate their existing lexical entries and understand idioms figuratively, while PFL learners tend to rely on analytical processing of idiom components.
1. Introduction
Figurative language, including metaphorical vocabulary items, plays a crucial role in effective social communication by enriching discourse. In second language learning, acquiring these figurative sequences is an essential component of overall language proficiency (Boers et al., 2009; Cooper, 1999; Lowe, 2008; Zizik, 2011). This is because L2 fluency depends on the accurate interpretation and use of such figurative expressions.Idioms represent the most common form of figurative language used in everyday conversations. Currently, most cognitive linguists concur that idiom comprehension necessitates a distinct processing pathway compared to literal language processing. Researchers have investigated the role and topography of different brain regions during the comprehension of figurative language to resolve the ongoing debate concerning hemispheric specialization for idiom processing.
2. Research Question(s)
Building on the outlined background, this research seeks to answer the following questions:
- Are there differences in L2 idiom comprehension based on the L2 learning environment (PSL vs. PFL), teaching technique (literal vs. figurative), and proficiency level (advanced vs. intermediate)?
- When comparing the visual representation of literal meaning technique versus the visual representation of figurative meaning technique across the two environments (PSL vs. PFL), does idiom comprehension differ?
Are there differences in learners' comprehension of idioms based on idiom type (opaque vs. transparent) within the two environments (PSL vs. PFL)?
Does learners' comprehension of idioms differ by type (opaque vs. transparent) and proficiency level (advanced vs. intermediate) across the two environments (PSL vs. PFL)?"
3. Literature Review
Idioms, defined as multi-word expressions where at least one element carries a figurative meaning, exhibit varying degrees of literalness, compositionality, and idiomaticity (Cacchiari et al., 2006; Nippold & Rosinski, 1993). Literalness refers to the degree to which an idiom has a potential literal interpretation, while compositionality indicates whether its constituent words can be directly mapped onto their idiomatic meanings (Tyton & Kunin, 1999). The degree of idiomaticity indicates the extent to which an idiom's meaning is non-compositional and cannot be easily derived from its constituent parts.Models of First Language Idiom Processing and Acquisition: Figurative language is generally more challenging to comprehend than literal speech, largely due to its often non-compositional nature and the cognitive demands of accessing its indirect meaning. Thus, idiom comprehension requires a distinct processing pathway compared to literal language comprehension (Aydin et al., 2017). Two main psychological models have been proposed to account for the cognitive processes underlying idiomatic expression comprehension: the Traditional View and the Hybrid View.
4.Methodology
This study quantitatively examines the cognitive processes of L2 idiom learning, considering the learning environment, idiom type, and language learner proficiency level. To achieve this, after instructing L2 idioms using two distinct visual techniques (visual representation of literal meaning vs. figurative meaning), pre- and post-test results were utilized to compare learning outcomes.
5. Results
This study investigated the processes underlying L2 idiom comprehension by examining different teaching techniques for two idiom types across separate learning environments and with learners of varying proficiency levels. The comparison of L2 learners in second language (PSL) and foreign language (PFL) environments further emphasizes the significant impact that teaching environment and technique can have on L2 learning, thereby contributing to the existing research on idiom comprehension.The findings of this study contribute to the growing body of research investigating L2 figurative language processing, and they support a dual idiom representation model. The study's results also suggest improvements in instructional strategies that are consistent with figurative language cognitive processing, aiming to optimize learning outcomes. Specifically, in the PFL environment, to activate learners' idiom input and facilitate their comprehension of opaque idioms, a more effective visual technique should be employed. This approach aligns with the Dual Idiom Representation Model, which posits that idiom representation occurs simultaneously at both lexical and conceptual levels, with one level's activation dependent on the input
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