THE USE OF COLLOCATIONS BY ADVANCED LEARNERS OF ENGLISH AND SOME IMPLICATIONS FOR TEACHING

By Nadja Nesselhauf. 2003

760 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/cf2e9bfb6c41086d0e96dfa49342b6a7da66dd66

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In Developmental and Educational Psychology

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Citations in the corpus

The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “Results from studies by Nesselhauf (2003) and Laufer and Waldman (2011) revealed that FL learners seem to struggle most with selecting the correct verb, e.g. make one’s homework.”
The idiom principle revisited (2014, background): “304), with the rationale that more opaque MWEs have been shown to cause more difficulty for learners, especially from a receptive standpoint (Nesselhauf 2003; Martinez and Murphy 2011).”
Is There an "Academic Vocabulary"? (2007, background): “), Reading science (pp. 185–235). London: Routledge.. Herbert, A. (1965). The structure of technical English.”
Collocation, Semantic Prosody, and Near Synonymy: A Cross-Linguistic Perspective (2006, background): “First, the importance of collocation and semantic prosody is well recognized in language learning (e.g. Partington 1998: 23–25; Hoey 2000, 2003; Hunston 2002: 142; Altenberg and Granger 2001; Nesselhauf 2003).”
Formulaic Language and Language Teaching (2012, background): “…that L2 language learners find formulaicity particularly challenging as it is impossible for them to use the innate native intuition usually associated with formulaic language use (see De Cock, 2009, 2010; Granger 1998; Howarth 1998a, 1998b; Nesselhauf, 2003, 2005; Pawley & Syder 1983).”
Assessing Lexical Proficiency Using Analytic Ratings: A Case for Collocation Accuracy (2014, background): “Such a finding likely rests in the notion that multi-word units contain both lexical and syntactic components (i.e. syntagmatic and paradigmatic information) and that multi-word units are key indicators of fluent communication (Nesselhauf 2003) and communicative competence (Moon 1992; Lennon 1996).”
Learning L2 collocations incidentally from reading (2017, background): “…effect on the learning of collocations) (Webb & Kagimoto, 2011); •• congruency (with congruent collocations being easier to recall than incongruent ones) (Nesselhauf, 2003); and •• collocate–node relationship (with adjective–noun collocations being easier to recall than verb–noun collocations)…”
The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, background): “This is especially relevant for collocations since they are often semantically transparent and consequently easily overlooked when reading a text (Nation, 2001; Nesselhauf, 2003; Peters, 2012b).”
Processing and learning of enhanced English collocations: An eye movement study (2017, background): “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, Brunfaut, & Alderson, 2015).”
Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences (2019, background): “Furthermore, L2 learners’ knowledge of FS has been shown to lag behind their knowledge of single words (Bahns and Eldaw 1993; Granger 1998; Nesselhauf 2003, 2005).”
Formulaic Language in Native and Second Language Speakers: Psycholinguistics, Corpus Linguistics, and TESOL (2008, background): “Even advanced language learners have considerable difficulty with collocations, often resulting from transfer of first language (L1) combinatorial restrictions, and the frequency of these problems shows that learners need instruction in these aspects of language (Nesselhauf, 2003).”
Pointing Out Frequent Phrasal Verbs: A Corpus‐Based Analysis (2007, background): “However, there has been a general confusion regarding which multiword items to teach and the best ways to include them in language training (Condon & Kelly, 2002; Darwin & Gray, 1999; Nesselhauf, 2003) and language assessment (Read, 2000).”
Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (2008, background): “More recently, the same conclusion has been reached in a series of corpus studies (Bahns 1993; Granger 1998; Nesselhauf 2003, 2005).”
The Effects of Vocabulary Learning on Collocation and Meaning. (2009, methodology): “The importance of knowledge of collocation to second language learn-ers is now widely recognized (Bahns & Eldaw, 1993; Howarth, 1998; Lewis, 2000; McCarthy & O’Dell, 2005; Nesselhauf, 2003).”
L1 Influence on the Acquisition of L2 Collocations: Japanese ESL Users and EFL Learners Acquiring English Collocations. (2010, background): “Some corpus-based research has emphasized the LI influence on the production of L2 collocations (e.g., Altenberg & Granger, 2001; Nesselhauf, 2003).”