Idiomatic expressions like hit the road or turn the tables are known to be problematic for L2 learners, but research indicates that learning L2 idiomatic language is important. Relatively few studies, most of them focusing on English idioms, have investigated how L2 idioms are actually acquired and how this process is affected by important idiom properties like transparency (the degree to which the figurative meaning of an idiom can be inferred from its literal analysis) and cross-language overlap (the degree to which L2 idioms correspond to L1 idioms). The present study employed a specially designed CALL system to investigate the effects of intensity of practice and the reading modality on learning Dutch L2 idioms, as well as the impact of idiom transparency and cross-language overlap. The results show that CALL practice with a focus on meaning and form is effective for learning L2 idioms and that the degree of practice needed depends on the properties of the idioms. L2 learners can achieve or even exceed native-like performance. Practicing reading idioms aloud does not lead to significantly higher performance than reading idioms silently.These findings have theoretical implications as they show that differences between native speakers and L2 learners are due to differences in exposure, rather than to different underlying acquisition mechanisms. For teaching practice, this study indicates that a properly designed CALL system is an effective and an ecologically sound environment for learning L2 idioms, a generally unattended area in L2 classes, and that teaching priorities should be based on degree of transparency and cross-language overlap of L2 idioms.

Written language comprehension requires readers to integrate incoming information with stored mental knowledge to construct meaning. Literally plausible idiomatic expressions can activate both figurative and literal interpretations, which convey different meanings. Previous research has shown that contexts biasing the figurative or literal interpretation of an idiom can facilitate its processing. Moreover, there is evidence that processing of idiomatic expressions is subject to individual differences in linguistic knowledge and cognitive-linguistic skills. It is therefore conceivable that individuals vary in the extent to which they experience context-induced facilitation in processing idiomatic expressions. To explore the interplay between reader-related variables and contextual facilitation, we conducted a self-paced reading experiment. We recruited participants who had recently completed a battery of 33 behavioural tests measuring individual differences in linguistic knowledge, general cognitive skills and linguistic processing skills. In the present experiment, a subset of these participants read idiomatic expressions that were either presented in isolation or preceded by a figuratively or literally biasing context. We conducted analyses on the reading times of idiom-final nouns and the word thereafter (spill-over region) across the three conditions, including participants’ scores from the individual differences battery. Our results showed no main effect of the preceding context, but substantial variation between readers and variation in contextual facilitation. We encourage interested researchers to exploit the present dataset for follow-up studies on individual differences in idiom processing.

Dutch prescriptive grammar rules dictate that the complementizer dan ‘than’ should be used in comparative constructions of inequality. This has been an issue for grammarians from the sixteenth century onwards when als ‘as’ started to be used as an alternative form in this type of context. In order to find out why and when people choose one comparative marker over the other, we examined the use of these markers in the Spoken Dutch Corpus (CGN). We found that the use of dan is overall more common than als in comparative constructions of inequality, even though from a linguistic point of view als might be favoured. The choice between als and dan turns out to be strongly correlated with the level of education. Although this factor has been assumed to be of influence for a long time, as far as we know it has never been quantitatively tested before. We conclude that the effect of the level of education we found reflects the strong influence of the prescriptive rule taught in schools, repressing the use of als in comparatives of inequality.

Idiom processing studies have paid considerable attention to the relationship between idiomatic expressions as a whole and their constituent words. Although most research focused on the semantic properties of the constituent words, their orthographic form could also play a role in processing. To test this, we assessed both form and meaning activation of individual words during the processing of opaque idioms. In two primed word naming experiments, Dutch native speakers silently read sentences word by word and then named the last word of the sentence. This target word was embedded in either an idiomatic or a literal context and was expected and correct in this context (COR), semantically related (REL) to the expected word, or unrelated (UNREL) to the expected word. The correct target word in the idiomatic context was always part of an opaque idiom. Faster naming latencies for the idiom-final noun than for the unrelated target in the idiomatic context indicated that the idiom was activated as a whole during processing. In addition, semantic facilitation was observed in the literal context (COR < REL < UNREL), but not in the idiomatic context (COR < REL = UNREL). This is evidence that the idiom-final noun was not activated at the meaning level of representation. However, an inhibitory effect of orthographic word frequency of the idiom-final noun indicated that the idiom-final noun was activated at the form level. These results provide evidence in favour of a hybrid model of idiom processing in which the individual words and the idiom as a whole interact on form and meaning levels of representation.