Although retrieval of lexical forms is a prerequisite for language production, research of L2 vocabulary learning has focused much more on meanings and form-meaning mappings than on development of detailed, accessible mental representations of forms. This is particularly true with respect to multi-word items (MWIs). We report an experimental study involving a variety of intra-lexical, usage-based, and interlingual co-determinants of L2 vocabulary learnability pertaining to MWIs. Each learner (N = 60) encountered a randomly allocated set of 26 two-word MWIs (Nsets = 4) semi-randomly drawn from a larger pool of MWIs. Learners were asked to remember either the 13 MWIs showing the form variable assonance (e.g., change shape) or the 13 nonassonant control MWIs (e.g., sound good). Posttests of form recall revealed a large, durable effect of the focusing task in combination with forewarning of testing. Except when MWI concreteness (a semantic variable) was high, assonance had a positive effect on retrievability in recall tests given after delays of 15 minutes and one week. There was a consistent effect of the semi-semantic variable Mutual Information. Even in the context of a strong focus on forms, form variables are not the only variables that matter.

中文翻译：

---

L2 英语多词项目在以形式为中心的暴露背景下的可检索性

尽管检索词汇形式是语言生产的先决条件，但对二语词汇学习的研究更多地关注意义和形式-意义映射，而不是发展详细、易于理解的形式心理表征。对于多词项目 (MWI) 尤其如此。我们报告了一项实验研究，涉及与 MWI 相关的 L2 词汇学习能力的各种词汇内、基于使用和语际的共同决定因素。每个学习者 (N = 60) 遇到了一组随机分配的 26 个双词 MWI (Nsets = 4)，这些 MWI 是从更大的 MWI 池中半随机抽取的。要求学习者记住 13 个 MWI 中的任何一个显示形式变量的谐音（例如，改变形状) 或 13 个非协音对照 MWI（例如，听起来不错）。形式回忆的后测揭示了聚焦任务与测试预警相结合的巨大而持久的影响。除非 MWI 具体性（语义变量）很高，否则在延迟 15 分钟和 1 周后进行的回忆测试中，共鸣对可检索性有积极影响。半语义变量互信息具有一致的效果。即使在强烈关注表单的情况下，表单变量也不是唯一重要的变量。