Collocational Links in the L2 Mental Lexicon and the Influence of L1 Intralexical Knowledge

By Brent Wolter, Henrik Gyllstad. 2011

228 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a906870884e8c18af37bf4e72168d4ac1289e0f6

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In Artificial Intelligence

In Developmental and Educational Psychology

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Citations in the corpus

Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions (2013, background): “Three recent studies examined this notion of collocational priming with native speakers of English using lexical decision tasks (Durrant & Doherty, 2010, Experiment 1; N. Ellis, Frey, & Jalkanen, 2009; Wolter & Gyllstad, 2011).”
FREQUENCY OF INPUT AND L2 COLLOCATIONAL PROCESSING (2013, methodology): “Our earlier analyses as well as previous research fi ndings (Wolter & Gyllstad, 2011 ; Yamashita & Jiang, 2010 ) indicated that congruency provides something of a processing boost for NNSs for L2 collocations, yet it is unknown whether or not this boost is related to frequency in the L1.”
The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “Finally, Wolter and Gyllstad (2011, 2013) also found that congruency played a role in L1 Swedish EFL learners’ processing collocations as measured by their reaction times in a primed lexical decision task.”
The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, methodology): “The definition of collocation that is adopted in this article is in line with definitions provided by Laufer and Waldman (2011) and Wolter and Gyllstad (2011), combining the frequency-based and phraseology-based approach.”
Examining second language receptive knowledge of collocation and factors that affect learning (2017, background): “The limitation of the frequency-based approach is that some semantic factors that may affect learnability of collocational items such as congruency (see Wolter & Gyllstad 2011, 2013; Yamashita & Jiang, 2010) and transparency (see Moon, 1998; Nesselhauf, 2003) are not taken into account.”