Verb‐Noun Collocations in Second Language Writing: A Corpus Analysis of Learners’ English

By B. Laufer, Tina Waldman. 2011

563 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7028da6bff1665935081e2e3dbe07895e869cdf1

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Citations in the corpus

The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, methodology): “However, it is precisely the correct and appropriate use of collocations that presents a particular challenge to FL learners, even advanced ones (Laufer & Waldman, 2011; Nesselhauf, 2003).”
How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “Unsurprisingly, it has been shown that knowledge of collocations by L2 learners is lower than that of native speakers, with L2 learners often misusing these combinations and making many mistakes (e.g. Granger, 1998; Bahns and Eldaw, 1993; Howarth, 1998; Laufer and Waldman, 2011).”
The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “As a result, such semantically transparent collocations do not tend to cause comprehension problems but they might lead to problems in the production process (Laufer & Girsai, 2008; Laufer & Waldman, 2011).”
Learning German formulaic sequences: the effect of two attention-drawing techniques (2012, background): “Although more studies have taken FS as their central focus, especially FL learners’ use of FS (e.g. Durrant and Schmitt 2009; Laufer and Waldman 2011), far fewer studies have examined instructional methods that enhance learners’ noticing and/or processing of FS (Bishop 2004; Boers et al. 2006;…”
Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, background): “However, Laufer and Waldman (2011) reviewed the literature and concluded that the problem with collocations is not recognition, but using them properly, that is, productive mastery.”
Learning L2 collocations incidentally from reading (2017, background): “Mackin (1978) already noted that learners of English could learn collocations from repeated exposures in reading or by explicit teaching in the classroom.”
Examining second language receptive knowledge of collocation and factors that affect learning (2017, methodology): “Using a corpus-based approach, which involved a comparison between texts produced by learners with native speaker norms, Altenberg and Granger (2001) and Laufer and Waldman (2011) found that learners at an advanced level still make numerous errors in collocation.”
Linguistic features in writing quality and development: An overview (2020, result): “…studies have reported similar findings such as advanced L2 writers tending to produce more collocations than beginner and intermediate learners (Laufer & Waldman, 2011), more experienced EFL writers producing a greater range of frequent three-word lexical bundles (Le ń ko-Szyma ń ska, 2014),…”
Gauging the effects of exercises on verb–noun collocations (2014, background): “A cross-sectional study by Laufer and Waldman (2011), for example, found hardly any difference in productive knowledge of verb–noun collocations between lower and upper intermediate groups of EFL learners.”
Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences (2019, background): “…the ubiquity and prominence of FS in language, it has been shown that L2 learners struggle with the appropriate use of FS. Corpus studies have revealed that even advanced learners tend to overuse or misuse FS, and produce many errors, often caused by L1 interference (Laufer and Waldman 2011).”
Formulaic Language in Learner Corpora (2012, background): “Similarly, Laufer and Waldman (2011) reported that L1 influence was evident in about half of the erroneous verb-noun collocations produced by Hebrew learners at three levels of proficiency and did not decrease with time.”