Chinese EFL learners’ conceptual combination of English noun–noun compounds

Effects of relational information and English proficiency

Bibliographic Data

ID15087335
AuthorsGong Cheng (0000-0001-8757-0070, Central China Normal University), Hai Xu (0000-0003-4644-9033, Guangdong University of Foreign Studies, corresponding author)
Year2025
Volume28
Issue5
Pages1197-1208
Publication date2025-11-01
Open AccessYes
TypeARTICLE
VenueBilingualism Language and Cognition (JOURNAL)
Journal identifiersISSN: 1366-7289 • E-ISSN: 1469-1841
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1366728924001044
OpenAlexW4406483117
LanguageEN
References cited50

Recent research has uncovered relation-based conceptual combination in L1 English speakers’ processing of noun–noun compounds. However, it remains unclear whether Chinese EFL learners undergo a similar relation-based conceptual combination when processing English noun–noun compounds, particularly given the similarities in compounding between English and Chinese. To address this inquiry, a cohort of 120 Chinese EFL learners with advanced and intermediate English proficiency were requested to interpret English noun–noun compounds online in contexts with modifier-based relational information only, or both modifier- and head noun-based relational information. Results showed that Chinese EFL learners’ processing relied heavily on available relational information. Moreover, both modifier- and head noun-based relational information contributed to this process but played distinct roles at different phases, modulated by task demands. While English proficiency affected processing speed, both proficiency groups exhibited a similar pattern across experiments. These findings shed light on the nuances of L2 learners’ conceptual combination of English noun–noun compounds

Linguistics · Noun · Noun phrase · EFL/ESL Teaching and Learning · Language, Metaphor, and Cognition · Psychology · Second Language Acquisition and Learning

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