Idiom Identification in L2 Reading by Greek Learners of English  

作　　者：Eirene C. Katsarou 

机构地区：[1]Rizia Junior High School, Orestiada, Greece

出　　处：《US-China Foreign Language》2012年第7期1330-1348,共19页美中外语（英文版）

摘　　要：This paper investigates the extent of idiom identification success achieved by Greek EFL （English as a foreign language） high school students while reading a text in EFL. L2 （second language） idiom identification is also examined with five idiom type features： （1） contextual guess ability; （2） frequency of words in the idiom; （3） interlingual similarity; （4） transparency; and （5） existence of an idiom in Greek, and four learner factors： （1） L2 language proficiency; （2） gender; （3） motivation; and （4） field-independence/-dependence. Data were collected from 60 Greek EFL senior high school students in first and second grades using five instruments： an Idiom Identification and Comprehension Elicitation Instrument, Nation＇s （2001） Vocabulary Levels Test, the Greek Version of the Groups Embedded Figures Test, the Oxford Placement Test, and an Individual Background Survey. Qualitative semi-structured oral interviews of 10 subjects chosen randomly were also conducted to supplement and verify the quantitative data. The results indicate that overall scores for L2 idiom identification were remarkably low Successful L2 idiom identification was found to correlate strongly but negatively both with frequency of occurrence of the component words of the idioms and with interlingual similarity, while no significant correlations were obtained between any of the four learner-related variables and L2 idiom identification.

关 键 词：L2 （second language） idiom identification NOTICING L2 vocabulary acquisition 

分 类 号：H319[语言文字—英语] H136.3