Adult learners’ retention of collocations from exposure
By Philip Durrant, N. Schmitt. 2010
263 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/462b4b66c929503e143bc53abe7feadd3f29a7ae
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Artificial Intelligence
- N. Schmitt
- Sungmook Choi
- A. Pellicer‐Sánchez
- Marijana Macis
- Henrik Gyllstad
- Brent Wolter
- E. Peters
- Suhad Sonbul
In Developmental and Educational Psychology
- N. Schmitt
- Sungmook Choi
- A. Pellicer‐Sánchez
- Marijana Macis
- E. Peters
- Henrik Gyllstad
- Brent Wolter
- Suhad Sonbul
Citations in the corpus
- How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “At the very initial stage of learning, Durrant and Schmitt (2010) found that even one exposure to a word combination led to a small, but significant, facilitation of collocation completion in a priming experiment.”
- Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations (2017, background): “…(Durrant, 2014; González Fernández & Schmitt, 2015) might be partially down to the fact that frequency counts are extracted from available corpora, and few, if any, of these are likely to be truly representative of the language to which any learner has been exposed (Durrant & Schmitt, 2010).”
- Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions (2013, background): “Durrant and Schmitt (2010) conducted an experiment in a controlled (laboratory) English-as-a-second-language (ESL) setting with advanced nonnatives.”
- Processing and learning of enhanced English collocations: An eye movement study (2017, background): “For example, Durrant and Schmitt (2010) demonstrated that L2 adult learners of English gained knowledge of adjective–noun collocations presented in a sentence context.”
- Learning L2 collocations incidentally from reading (2017, background): “Durrant and Schmitt’s study (2010) highlighted the importance of repetition in establishing initial collocation memory traces.”
- FREQUENCY OF INPUT AND L2 COLLOCATIONAL PROCESSING (2013, background): “Durrant and Schmitt ( 2010 ), in view of the results of their study, which indicated NNSs’ sensitivity to novel, recurrent collocational patterns in L2 input, counter Wray’s position and conclude that “adult second language learners do—in contrast to Wray’s claims— retain some memory of which words…”