Learning German formulaic sequences: the effect of two attention-drawing techniques
By E. Peters. 2012
131 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/0bcef5e042096fab3435dd6573754d964e2e3895
How researchers see this paper
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In Artificial Intelligence
- N. Schmitt
- E. Peters
- Sungmook Choi
- Stuart Webb
- F. Boers
- Eva Puimège
- B. Fernández
- A. Pellicer‐Sánchez
In Developmental and Educational Psychology
- N. Schmitt
- E. Peters
- Stuart Webb
- Sungmook Choi
- Eva Puimège
- F. Boers
- B. Fernández
- A. Pellicer‐Sánchez
Citations in the corpus
- Gauging the effects of exercises on verb–noun collocations (2014, background): “Compared to collocation learning as a by-product of primarily message-focused activities, it seems that the deliberate learning of pre-selected collocations generates a faster return on investment (e.g. Laufer & Girsai, 2008; Peters, 2009, 2012).”
- Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences (2019, background): “However, only a few studies have examined incidental learning of FS from exposure to L2 input (Choi 2017; Frumuselu et al. 2015; Macis 2018; Pellicer-Sánchez 2017; Peters 2012; Webb, Newton and Chang 2013).”
- The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “In addition, learners’ attention could also be drawn to the collocation as a whole by making the target collocation visually salient (bold, underlined, italics) (Laufer, 2011; Peters, 2012; Sonbul & Schmitt, 2013).”
- Processing and learning of enhanced English collocations: An eye movement study (2017, background): “For instance, Peters (2012) conducted a small-scale study in which 28 learners of German as a foreign language read a German text containing 12 target collocations and 12 novel words.”
- How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “For example, Siyanova and Schmitt, (2008) extracted 810 adjective– noun collocations from the ICLE sub-corpus written by Russian learners of English (Granger, Meunier, Paquot, n.”
- The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, methodology): “Although frequency of occurrence has been widely investigated during reading, far fewer studies have explored frequency effects during vocabulary-focused instruction (Folse, 2006, Laufer & Rozovski-Roitblat, 2011; Peters, 2012a).”