TY - JOUR
T1 - The Effect of Types of Dictionary Presentation on the Retention of Metaphorical Collocations
T2 - Involvement Load Hypothesis vs. Cognitive Load Theory
AU - Dai, Yuanjun
AU - Wu, Zhiwei
AU - Xu, Hai
N1 - Funding Information:
We would like to thank Dr. Robert Lew and two anonymous reviewers for their insightful and constructive comments. This study was supported by Guangdong Education Department’s Projects of Social Sciences and Humanities for Young Talents (Project No. 2016WQNCX064), National Social Sciences Fund of China (Grant No. 15BYY062) and the MOE Project of Key Research Institute of Humanities and Social Sciences at Universities in P. R. China (Project No. 17JJD740004). Correspondence should be addressed to Dr. Zhiwei Wu or Dr. Hai Xu.
Publisher Copyright:
© 2019 Oxford University Press. All rights reserved.
PY - 2019/12/1
Y1 - 2019/12/1
N2 - Although conceptual metaphor boxes were introduced in Macmillan English Dictionary over a decade ago, the effect of this innovative presentation on the retention of metaphorical collocations remains unclear. To fill this gap, this paper reports on a study involving 70 Chinese EFL learners, who were randomly assigned into three groups. They were exposed to three types of collocation presentation, varying in terms of availability and salience of conceptual metaphor information. The results show that the learners who were exposed to the accessible and salient presentation of metaphor information had the best retention of metaphorical collocations and the shortest lookup time. Two competing theoretical accounts, Involvement Load Hypothesis (ILH) and Cognitive Load Theory (CLT), were compared. It was found that CLT had greater explanatory power in predicting the research results, accounting for why conceptually grouping collocations facilitated the retention of metaphorical collocations.
AB - Although conceptual metaphor boxes were introduced in Macmillan English Dictionary over a decade ago, the effect of this innovative presentation on the retention of metaphorical collocations remains unclear. To fill this gap, this paper reports on a study involving 70 Chinese EFL learners, who were randomly assigned into three groups. They were exposed to three types of collocation presentation, varying in terms of availability and salience of conceptual metaphor information. The results show that the learners who were exposed to the accessible and salient presentation of metaphor information had the best retention of metaphorical collocations and the shortest lookup time. Two competing theoretical accounts, Involvement Load Hypothesis (ILH) and Cognitive Load Theory (CLT), were compared. It was found that CLT had greater explanatory power in predicting the research results, accounting for why conceptually grouping collocations facilitated the retention of metaphorical collocations.
KW - cognitive load theory
KW - dictionary presentation
KW - involvement load hypothesis
KW - metaphorical collocation
KW - retention
UR - http://www.scopus.com/inward/record.url?scp=85077758844&partnerID=8YFLogxK
U2 - 10.1093/ijl/ecz010
DO - 10.1093/ijl/ecz010
M3 - Journal article
AN - SCOPUS:85077758844
SN - 0950-3846
VL - 32
SP - 411
EP - 431
JO - International Journal of Lexicography
JF - International Journal of Lexicography
IS - 4
ER -