Processing collocations in the L2: semantic transparency & congruency

Mastering collocations is one of the most challenging aspects of vocabulary acquisition, especially for adult learners of a second language (L2). Research shows that frequency, congruency, and semantic transparency are important factors that affect L2 collocational processing. Frequency is known to interact with both congruency and semantic transparency. However, congruency and semantic transparency have not been explored simultaneously. This study aims to investigate L2 collocational processing in proficient L2 English speakers (L1 Portuguese) by exploring the role of semantic transparency in conjunction with congruency. Specifically, it investigates whether free combinations, congruent collocations, and incongruent collocations differ in terms of processing by incorporating congruency into Howarth’s Continuum Model. A semantic acceptability judgement task was completed by 329 adults (122 Brazilian Portuguese, 108 European Portuguese, and 99 L1 English speakers). The reaction times and error rates were analysed using Generalized Linear Mixed-effects Models. The results showed that the Brazilian Portuguese speakers processed free combinations faster and more accurately than congruent and incongruent collocations. The European Portuguese speakers processed free combinations faster and more accurately than incongruent collocations. Both groups processed congruent collocations faster and more accurately than incongruent collocations. The L1 English group showed no processing advantages for any of the three conditions. Moreover, the L1 group outperformed the L2 groups only on the incongruent condition. Although there seems to be an effect of semantic transparency in the results of the L2 groups, it could not be isolated from the effects of frequency and congruency. Future research should consider testing incongruent free combinations along with incongruent collocations to properly isolate these effects. With respect to congruency, this study lends support to the growing body of evidence that L2 speakers incur processing costs for incongruent collocations. This highlights the critical role of the L1 in L2 collocational processing. Based on these findings, recommendations are made for incongruent collocations to be explicitly taught in the L2 classroom.