Incidental learning of collocation

By Stuart Webb, J. Newton, A. Chang. 2013

367 citations recorded by the source corpus.

No description supplied

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/68513c43db45d5f47d27e91888da109d65c10a8b

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. N. Schmitt
2. E. Peters
3. A. Pellicer‐Sánchez
4. Stuart Webb
5. Sungmook Choi
6. Takumi Uchihara
7. Akifumi Yanagisawa
8. Yanxue Feng

In Developmental and Educational Psychology

1. N. Schmitt
2. E. Peters
3. A. Pellicer‐Sánchez
4. Stuart Webb
5. Sungmook Choi
6. Yanxue Feng
7. Takumi Uchihara
8. Akifumi Yanagisawa

In Language and Linguistics

1. E. Peters
2. N. Schmitt
3. Stuart Webb
4. A. Pellicer‐Sánchez
5. Yanxue Feng
6. Sungmook Choi
7. Takumi Uchihara
8. Akifumi Yanagisawa

Citations in the corpus

• Learning L2 collocations incidentally from reading (2017, methodology): “As Webb et al. (2013) propose, unless reading materials are designed to ensure sufficient exposure to collocations, the potential for learning the majority of collocations incidentally is small.”
• 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).”
• The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, background): “The only study that has focused on the effect of repetition on the learning of collocations is a study by Webb, Newton, and Chang (2013).”
• Processing and learning of enhanced English collocations: An eye movement study (2017, result): “This finding is in line with Durrant and Schmitt (2010), Webb, Newton, and Chang (2013), and Pellicer-Sánchez (2015).”
• The idiom principle revisited (2014, background): “Likewise, Webb et al. (2013) observed significant gains in MWE knowledge (in this case, collocations) as a function of repeated reading (while listening), and Martinez (2013) has provided evidence of a positive association between time spent engaged in extensive reading and even television viewing…”
• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “Hsu (2014) also found that audiovisual input contributed to improvement in the use of target words in a writing task, whereas, Webb, Newton, and Chang (2013) and Pellicer-Sanchez (2017) found that participants gained knowledge of collocation incidentally through reading with audio support, and…”
• The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, background): “Given the growing interest in incidental learning of collocations (Pellicer-Sánchez, 2017; Webb et al., 2013), the relationship between frequency of encounters and collocation learning also merits future meta-analysis.”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “Webb, Newton, and Chang (2013) reported a similar problem in their study.”
• Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations (2017, background): “For example, Webb, Newton, and Chang (2013) define their target items as collocations, even though some of them can also be used figuratively (e.g. pull strings, cut corners).”