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Abstract Abstract: Previous studies focused on the representation and processing of English formulaic sequence of L1 speakers and EFL learners. The present study used collocation semantic decision task in cross-language priming condition to investigate whether the L1 semantic information influenced Chinese EFL learners’ processing of L2 formulaic sequence. The results showed: 1)L1 semantic information and related semantic information could prime Chinese EFL learners’ processing of L2 formulaic sequence; 2)the priming effect of L1 semantic information was larger than that of related semantic information in Chinese EFL learners’ processing of L2 formulaic sequence. The study implies when processing L2 formulaic sequence, Chinese EFL learners may rely on L1 semantic information. Moreover, advanced Chinese EFL learners’ processing of L2 formulaic sequence may still be influenced by L1 semantic information. The results suggest the necessity of explicit instruction of the sematic difference between L1 and L2 in classroom teaching.
Key words: cross-language priming; collocation semantic decision; L1 semantic information; Chinese EFL learners; formulaic sequence
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