Teaching Collocation—Further Developments in the Lexical Approach
By E. K. Blau. 2002
656 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/87cfd12ba96f41af36f55a4d8c15b948b4582a87
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
- Sungmook Choi
- A. Pellicer‐Sánchez
- Nany Girsai
- B. Laufer
- C. Edwards
- K. Rajagopalan
- J. Willis
- E. Peters
In Language and Linguistics
- Sungmook Choi
- A. Pellicer‐Sánchez
- Nany Girsai
- B. Laufer
- C. Edwards
- K. Rajagopalan
- J. Willis
- E. Peters
Citations in the corpus
- Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (2008, background): “Since word combinations cannot be easily predicted from the knowledge of individual words, the task of second language vocabulary learning is even greater than was thought when vocabulary was considered in terms of single words (Lewis 2000).”
- Processing and learning of enhanced English collocations: An eye movement study (2017, background): “…tolerance) beyond knowledge of single-word items (e.g. zero; tolerance) is an essential part of second language acquisition (Bahns & Eldaw, 1993; Lewis, 2000; Nesselhauf, 2003; Webb & Kagimoto, 2009) and fosters both productive and receptive skills, including reading comprehension (Kremmel,…”
- Learning L2 collocations incidentally from reading (2017, background): “Despite the different definitions of collocations, the most common definition is the frequent co-occurrence of two (or more) words (e.g. Lewis, 2000; Nesselhauf, 2005).”
- Teachers Exploring Tasks in English Language Teaching (2005, background): “Long and Robinson (1998), in particular, stress the importance of focus on form for L2 learning by drawing students’ attention to linguistic elements, not as discrete items presented to the learner, but as they arise in a meaningful classroom context.”
- The Routledge handbook of English language teaching (2018, background): “Collocations in L2 pedagogy have been treated largely as arbitrary lexical units whose learning relies heavily on memorisation (Lewis, 2000).”