Gauging the effects of exercises on verb–noun collocations

By F. Boers, Murielle Demecheleer, Averil Coxhead, Stuart Webb. 2014

154 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/52e79208c944d55c4af7eca9be779a33b2a9d6bf

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

1. A. Pellicer‐Sánchez
2. E. Peters
3. Sungmook Choi
4. Stuart Webb
5. N. Schmitt

In Developmental and Educational Psychology

1. A. Pellicer‐Sánchez
2. E. Peters
3. Stuart Webb
4. Sungmook Choi
5. N. Schmitt
6. Eva Puimège

Citations in the corpus

• Learning L2 collocations incidentally from reading (2017, background): “The likelihood of encountering the same collocations several times in the same text is very small (Boers & Lindstromberg, 2009; Boers et al., 2014), and collocations in EFL textbooks do not recur enough for the learner to consolidate collocational knowledge (Tsai, 2014).”
• The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “As FL learners sometimes tend to resort to single word learning, teachers and material writers should attempt to present new collocations and verb–noun collocations in particular intact (Boers et al., 2014a), even though it is no guarantee of learners’ processing and storing them holistically.”