Learning L2 collocations incidentally from reading
By A. Pellicer‐Sánchez. 2017
199 citations recorded by the source corpus.
Previous studies have shown that intentional learning through explicit instruction is effective for the acquisition of collocations in a second language (L2) (e.g. Peters, 2014, 2015), but relatively little is known about the effectiveness of incidental approaches for the acquisition of L2 collocations. The present study examined the incidental acquisition of collocational knowledge when learners encounter adjective–pseudoword collocations while reading. Forty-one L2 learners read a story containing six target collocations in a classroom setting. One week after the reading they were interviewed about their knowledge of the form, meaning and collocation of the target items (at recall and recognition levels). Participants were randomly assigned to one of two experimental groups, i.e. the 4-repetition group and the 8-repetition group. Results showed that collocational knowledge can be learnt incidentally from reading; that it is learnt at a similar rate to other lexical components such as form and meaning of individual words; and that the frequency manipulation in this study did not seem to have a significant effect on the acquisition of any of the aspects examined.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/1ab147d9fb92d176cc7d34926d701db540f7a819
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In Artificial Intelligence
- Sungmook Choi
- Takumi Uchihara
- Akifumi Yanagisawa
- Stuart Webb
- N. Schmitt
- A. Pellicer‐Sánchez
- Irina Elgort
- E. Peters
In Developmental and Educational Psychology
- Takumi Uchihara
- Akifumi Yanagisawa
- Sungmook Choi
- Stuart Webb
- N. Schmitt
- E. Peters
- A. Pellicer‐Sánchez
- Irina Elgort
In Language and Linguistics
- Takumi Uchihara
- Akifumi Yanagisawa
- Sungmook Choi
- Stuart Webb
- N. Schmitt
- E. Peters
- A. Pellicer‐Sánchez
- Irina Elgort
Citations in the corpus
- Processing and learning of enhanced English collocations: An eye movement study (2017, background): “This finding is in line with Durrant and Schmitt (2010), Webb, Newton, and Chang (2013), and Pellicer-Sánchez (2015).”
- The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, background): “Range in Encounters The range in number of encounters with target words has varied from study to study: 1–3 (Hulstijn, Hollander, & Greidanus, 1996), 4–8 (Pellicer-Sánchez, 2017), 1–7 (Chen & Truscott, 2010), 2–17 (Horst et al.”