Northbrook, J., & Conklin, K. (2018). Is What You Put in What You Get Out? —Textbook-derived Lexical Bundle Processing in Beginner English Learners.

Northbrook, J., & Conklin, K. (2018). Is What You Put in What You Get Out? —Textbook-derived Lexical Bundle Processing in Beginner English Learners. Applied Linguistics, 1–19. https://doi.org/10.1093/applin/amy027

Abstract

第二言語習得に対する用例基盤モデルは，学習者が受ける言語入力に非常に重きを置き，学習者が頻繁に出会う語の連続が処理の優位性をもたらすと予測する。この研究では，日本の中学で英語を学ぶ初級学習者における，Lexical bundles（語彙連結）と呼ばれる高頻度な語の連続の処理を調査する。指導教材から直接抜き出した項目で生徒を調査するために，句判断課題を用いる。生徒は，教科書に出てこないものより，出てくるLexical bundlesへより速く，より正確に反応することから，教科書での出現頻度に敏感であった。本研究では，おそらく初めて，とても習熟度が低い，中学生の初級学習者であっても指導教材から得た入力に出てくるLexical bundlesの頻度に敏感であることを示しており，この発見は，教授もしくは教材のデザインへの重要な示唆を含んでいる。

Usage-based approaches to second language acquisition put a premium on the linguistic input that learners receive and predict that any sequences of words that learners encounter frequently will experience a processing advantage. The current study explores the processing of high-frequency sequences of words known as ‘lexical bundles’ in beginner learners of English in Japanese secondary school. To do this we use a phrasal judgment task, testing students on items taken directly from their teaching materials. Students responded to lexical bundles that occurred in their textbooks significantly faster and more accurately compared with non-lexical bundles, and were sensitive to the frequency of oc- currence in their textbooks. This study shows, perhaps for the first time, that even very low-level, beginner secondary students are sensitive to the frequency of lexical bundles which appear in the input they receive from teaching materials, a finding that has important implications for teaching and material design.