Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions

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Processing and learning of enhanced English collocations: An eye movement study (2017, background): “Relatively few studies have focused on the effects of textual enhancement on the acquisition of lexical items such as single words and multiword collocations (Boers et al., 2016; Peters, 2012; Rott, 2007; Sonbul & Schmitt, 2013).”
Learning L2 collocations incidentally from reading (2017, background): “Although with a focus on the investigation of implicit and explicit knowledge of collocations, Sonbul and Schmitt (2013) compared the effect of reading-only and readingplus treatments on the learning of adjective–noun collocations.”
Incidental vocabulary learning in a natural reading context: an eye-tracking study (2017, methodology): “Recent vocabulary research has used priming techniques, in addition to explicit knowledge measures, to tap into the implicit or tacit aspects of vocabulary knowledge (Elgort & Warren, 2014; Sonbul & Schmitt, 2013).”
The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “…review of intervention studies on formulaic sequences, see Boers & Lindstromberg, 2012): visual salience of collocations in the input (Peters, 2012; Sonbul & Schmitt, 2013), explicit contrastive analysis (Laufer & Girsai, 2008), frequency of occurrence (Peters, 2014; Webb, Newton & Chang, 2013),…”