报告会题目：Collocations in a second language: What motivates processing and production on a psychological level?
Brent Wolter is a professor at Idaho State University in the U.S and at Ocean University of China. He became interested in applied linguistics through his experience of teaching EFL in Japan for more than a decade, partly out of his desire to improve himself as a teacher and partly out of his curiosity about the social, psychological, and cognitive processes that lead to the acquisition of second languages. His main research area is second language vocabulary acquisition and his work in this area especially reflects his concern with understanding how vocabulary acquisition and activation occur at a psycholinguistic level. His work has been published in a number of leading journals in the field, including Applied Linguistics, Applied Psycholinguistics, ELT Journal, Language Learning, Studies in Second Language Acquisition, and System. In 2010, he was awarded the Master Teacher Award at Idaho State University.
Collocations have emerged as an important area of study in second language research and teaching. One thing that makes collocations interesting in a second language, as well as challenging, is the fact that they can often vary in unsystematic ways. In English, for example, one can say a prayer or tell a lie. However, most proficient speakers of English would judge the converse expressions of say a lie and tell a prayer as unacceptable, even though these expressions are grammatically possible. In this respect, collocations seem to be as much by constraints on conventionality as they are by grammar or word-level semantics. In this presentation, I will discuss research that I have conducted an attempt to gain a better understanding of what aspects of collocations affect their processing in a second language at a psychological level, both receptively and productively. This includes consideration of L1 effects, frequency of input, and compositionality.