[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594102-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-594102-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","l1-l2-congruency-as-a-criterion-to-identify-collocations-based-on-contrastive-analysis","L1-L2 congruency as a criterion to identify collocations based on contrastive analysis","","L1-L2 congruency denotes how closely the form and meaning of word or phrase production align between two languages in second language learning. Low congruency increases the learning burden, so such items warrant greater instructional focus to reduce errors caused by direct or literal translation. Using L1-L2 contrastive analysis, this study rated about 11,000 English multiword units against Persian equivalents. Results showed over 65% were incongruent, making congruency a key selection factor for Persian-speaking English learners.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/l1-l2-congruency-as-a-criterion-to-identify-collocations-based-on-contrastive-analysis/594102/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/l1-l2-congruency-as-a-criterion-to-identify-collocations-based-on-contrastive-analysis/594102.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does L1-L2 congruency mean in this study?","Question",{"text":63,"@type":64},"It refers to the similarity in form and meaning of how a word or phrase is expressed between two languages. Higher similarity implies easier mapping, while low similarity increases learning burden and error risk.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were low-congruency multiword units identified?",{"text":68,"@type":64},"The study used L1-L2 contrastive analysis on a list of approximately 11,000 high-frequency English MWUs. Items were translated and rated for congruency with their Persian equivalents.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main findings for Persian-speaking English learners?",{"text":72,"@type":64},"More than 65% of the examined items were incongruent with their word-for-word translations. 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If there is low L1-L2 congruency, the learning burden of a word or phrase can be higher, and thus, such items should be focused on more in teaching to help learners avoid errors. For example, an unacceptable structure could be produced when second language learners use direct or literal translation to formulate multiword units (MWUs) in the target language. This study used L1-L2 congruency as a criterion to identify English MWUs with low congruency with their Persian equivalents to create a resource for Persian-speaking English learners. An L1-L2 contrastive analysis was conducted on a list of approximately 11,000 highfrequency MWUs. This list was translated, and the items were given ratings regarding their congruency in Persian. The results revealed that more than 65% of the items examined were incongruent with their word-for-word translations, demonstrating that L1-L2 congruency is a significant factor in selecting MWUs for Persian-speaking English learners. Since focusing on incongruent items may help learners avoid errors, the results of this study can help improve the efficacy of English acquisition by Persian-speaking learners through its identification of particular MWUs that have low congruency between the two languages.  \nKeywords: congruency, L1 influence, multiword units, collocation, contrastive analysis  \nCopyright: © 2023 Maryam Barghamadi, James Rogers, Joanne Arciuli, Weifeng Han, Amanda Muller. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.  \nData Availability Statement: All relevant data are in this paper.  \nIntroduction  \nThe definition of collocations or MWUs has been controversial among researchers. There have been a variety of terms used throughout the research process, such as expressions, fixed combinations, formula units, formulas, lexical phrases, multiword lexical units (MLUs), phrases, prefabricated, ready-made utterances, recurrent combinations, word-like units, and so on (Kjellmer, 1994, p. xi) . MWUs, multiword items (MWIs), and multiword expressions (MWEs) are further umbrella terms that capture this endless space (Masini, 2019) . There has been growing interest in collocation and MWU research in second language acquisition studies. This is because of the significant role collocations/MWUs play in providing a high level of communicative fluency for language learners in spoken and written discourse.  \nCollocations are the written and spoken discourse building blocks that help learners achieve receptive and productive fluency (see Boers, 2020) and efficient comprehension. Researchers agree that collocations are retrieved from memory as whole units (Boers, 2020; Nation, 2001, 2013, 2020; Sch","cbCaimvjmsTHJCie","https://ap.wps.com/l/cbCaimvjmsTHJCie","pdf",619569,14,"English","# Introduction\n## Collocations and multiword units (MWUs)\n## L1-L2 congruency as a criterion\n# Methodology\n## Contrastive analysis procedure\n# Results\n## Proportion of incongruent MWUs\n# Implications for teaching","[{\"question\":\"What does L1-L2 congruency mean in this study?\",\"answer\":\"It refers to the similarity in form and meaning of how a word or phrase is expressed between two languages. Higher similarity implies easier mapping, while low similarity increases learning burden and error risk.\"},{\"question\":\"How were low-congruency multiword units identified?\",\"answer\":\"The study used L1-L2 contrastive analysis on a list of approximately 11,000 high-frequency English MWUs. Items were translated and rated for congruency with their Persian equivalents.\"},{\"question\":\"What were the main findings for Persian-speaking English learners?\",\"answer\":\"More than 65% of the examined items were incongruent with their word-for-word translations. The study concludes that identifying such MWUs can improve English acquisition effectiveness and help learners avoid errors.\"}]","L1-L2 congruency as a criterion to identify collocations based on contrastive analysis | PDF",1792078537,35]