Does copying idioms foster their recall?
- Author
- Helene Stengers, Julie Deconinck and June Eyckmans (UGent)
- Organization
- Abstract
- This paper describes an experiment that was set up to measure the relative mnemonic effects of enhanced attention to form versus attention to meaning during the acquisition of L2 figurative idioms. Intermediate L2 English students were presented with online exercises on a set of 25 English idioms that they were unfamiliar with. In the first series of exercises, all participants were invited to elaborate on the meaning of the idioms. Afterwards, half of the participants were requested to copy the idioms, the other group of participants was asked to rate the usefulness of the idioms, an activity relying mainly on semantically-oriented processing. Recall was measured after the treatment by means of a gap-fill exercise in which each idiom was presented in context with a keyword missing. The results of the experiment are discussed in light of the levels-of-processing theory (Craik & Lockhart 1972), the transfer appropriate processing theory (TAP)(Morris et al. 1977) and Barcroft’s transfer-of-processing-resources-allocation (TOPRA) model for lexical learning (2000). We also show that cognitive-style variables may enhance or constrain the proposed mnemonic effects.
- Keywords
- structural elaboration, vocabulary learning, writing
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-5862853
- MLA
- Stengers, Helene, et al. “Does Copying Idioms Foster Their Recall?” 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : New Challengers”, Abstracts, Universidad de Extremadura, 2014, pp. 5–5.
- APA
- Stengers, H., Deconinck, J., & Eyckmans, J. (2014). Does copying idioms foster their recall? 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : New Challengers”, Abstracts, 5–5. Universidad de Extremadura.
- Chicago author-date
- Stengers, Helene, Julie Deconinck, and June Eyckmans. 2014. “Does Copying Idioms Foster Their Recall?” In 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : New Challengers”, Abstracts, 5–5. Universidad de Extremadura.
- Chicago author-date (all authors)
- Stengers, Helene, Julie Deconinck, and June Eyckmans. 2014. “Does Copying Idioms Foster Their Recall?” In 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : New Challengers”, Abstracts, 5–5. Universidad de Extremadura.
- Vancouver
- 1.Stengers H, Deconinck J, Eyckmans J. Does copying idioms foster their recall? In: 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : new challengers”, Abstracts. Universidad de Extremadura; 2014. p. 5–5.
- IEEE
- [1]H. Stengers, J. Deconinck, and J. Eyckmans, “Does copying idioms foster their recall?,” in 9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) “Applied Cognitive Linguistics : new challengers”, Abstracts, Universidad de Extremadura, Badajoz, Spain, 2014, pp. 5–5.
@inproceedings{5862853,
abstract = {{This paper describes an experiment that was set up to measure the relative mnemonic effects of enhanced attention to form versus attention to meaning during the acquisition of L2 figurative idioms. Intermediate L2 English students were presented with online exercises on a set of 25 English idioms that they were unfamiliar with. In the first series of exercises, all participants were invited to elaborate on the meaning of the idioms. Afterwards, half of the participants were requested to copy the idioms, the other group of participants was asked to rate the usefulness of the idioms, an activity relying mainly on semantically-oriented processing. Recall was measured after the treatment by means of a gap-fill exercise in which each idiom was presented in context with a keyword missing. The results of the experiment are discussed in light of the levels-of-processing theory (Craik & Lockhart 1972), the transfer appropriate processing theory (TAP)(Morris et al. 1977) and Barcroft’s transfer-of-processing-resources-allocation (TOPRA) model for lexical learning (2000). We also show that cognitive-style variables may enhance or constrain the proposed mnemonic effects.}},
author = {{Stengers, Helene and Deconinck, Julie and Eyckmans, June}},
booktitle = {{9th International Conference of the Spanish Association of Cognitive Linguistics (AELCO 2014) 'Applied Cognitive Linguistics : new challengers', Abstracts}},
keywords = {{structural elaboration,vocabulary learning,writing}},
language = {{eng}},
location = {{Universidad de Extremadura, Badajoz, Spain}},
pages = {{5--5}},
publisher = {{Universidad de Extremadura}},
title = {{Does copying idioms foster their recall?}},
year = {{2014}},
}