Education Publications
Document Type
Article
Publication Date
2014
Journal
RELC Journal
Volume
45
Issue
1
First Page
85
Last Page
100
URL with Digital Object Identifier
https://doi.org/10.1177/0033688214522714
Abstract
Previous research has furnished evidence that alliterative expressions (e.g. a slippery slope) are comparatively memorable for second language learners, at least when these expressions are attended to as decontextualized items (Lindstromberg and Boers, 2008a; Boers et al., 2012). The present study investigates whether alliteration renders lexical phrases comparatively memorable also when these phrases are encountered in texts read primarily with a focus on content. Fifty-four EFL students read a text adapted so as to include five instances of 12 idiomatic expressions. The results of surprise post-tests suggest that the alliterative phrases among these target expressions left significantly stronger memory traces than the non-alliterative ones, especially regarding the form or composition of the phrases.
Citation of this paper:
Boers, F., Lindstromberg, S., & Webb, S. (2014). Further evidence of the comparative memorability of alliterative expressions in second language learning. RELC Journal, 45(1), 85-100.
