The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations

By E. Peters. 2014

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/66e87cf8bc60fc617a3ce24a6f5d020d6caf7fbc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. E. Peters
2. A. Pellicer‐Sánchez
3. N. Schmitt
4. B. Fernández
5. Stuart Webb
6. Sungmook Choi
7. Eva Puimège
8. Lars Stenius Stæhr

In Language and Linguistics

1. E. Peters
2. N. Schmitt
3. A. Pellicer‐Sánchez
4. B. Fernández
5. Stuart Webb
6. Eva Puimège
7. Lars Stenius Stæhr
8. M. Garnier

In Literature and Literary Theory

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

Citations in the corpus

• Learning L2 collocations incidentally from reading (2017, background): “Comparing the acquisition of single words and collocations, Peters (2014) found that explicit activities on verb–noun collocations were effective for establishing the initial-form meaning connections for both single words and collocations, but that the recall of single words was higher, suggesting…”
• The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “…and collocations consisting of long individual words might need more output practice than others in order to be well entrenched in the mental lexicon, learners should be provided with repeated opportunities to encounter and practice target collocations (Peters, 2014; Webb et al., 2013).”
• How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “Moreover, research focusing on explicit instruction of collocations (e.g. Laufer and Girsai, 2008; Peters, 2014) shows that it can be effective, especially if there is enough learner engagement and repetition.”