1. Critical Analysis of Idiom Processing Models in L1/L2 contexts
Babak Khoshnevisan

2. What do we know about idioms?

3. Research Questions:
What are different models and hypotheses available regarding idiomaticity?
Which hypotheses or models of idiom processing have empirically proved to be applicable for L2 contexts?

4. Compositionality vs Noncompositionality

5. Noncompositionality (Direct look-up)
kick the bucket #
Other forms of idioms
e.g., Boby spilled the beans

6. Noncompositional Models
Idiom List (Literal First) Hypothesis
Bobrow & Bell in 1973
Lexical Representation (simultaneous processing) Hypothesis
Swinney & Cutler in 1979
Direct Access Model (Figurative Hypothesis)
Gibbs (1980, 1986)

7. Limitations of Noncompositional Approach
syntactic flexibility as explicated is not arbitrary
pedagogical implications of idiom teaching
idioms have internal semantic structure

8. Compositional Approach
internal semantic structure
literal processing

9. Major Compositional Models
Idiom Decomposition Hypothesis
Gibbs (1994)
Configuration Model
Cacciari and Tabossi (1988)
Hybrid Model
Titone and Connine (1999)

10. L2 Idiom Processing and Comprehension
Dual Idiom Representation (DIR) Abel (2003)
Graded Salient Hypothesis Giora (1997)
Parasitic Mechanism Cieślicka (2015)
Diffusion Model
Liontas (2002)

11. Diffusion Model, Liontas (2002)
Conceptual Semantic Image (CSI) distance denotes " how close or distant a target-language idiom is from its equivalent native-language idiom both conceptually (i.e., in terms of the picture it evokes) and semantically (i.e., in terms of the literal meanings of its words).“

15. RECOMMENDATIONS AND IMPLICATIONS
Given these insights, it is argued that only 3 models (dual idiom representation, idiom salient mode, and diffusion model) attend to L2 idiom processing
idiomatic competence “the ability to understand and use idioms appropriately and accurately in varied socio-cultural contexts, in a manner similar to that of native speakers, and with the least amount of mental effort” (Liontas,2003)
then major factors such as the amount of exposure, L1 idiomatic knowledge, type of idiom, instruction, and material as well as sufficient context

16. idiom detection has primacy over literal/figurative debate in L2 context, students should be heavily tasked with idiom detection in receptive skills
L2 learners develop their idiomatic competence through comparison and contrast with their L1 idiomatic knowledge, harnessing L1in idiom acquisition appears to be more important than explicit instruction

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