Collocations in a Learner Corpus

By Nadja Nesselhauf. 2005

728 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e07d7689b3258b4face923a9de2777a7ceaf46d0

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. B. Laufer
6. Ron Martinez
7. F. Boers
8. B. Fernández

In Developmental and Educational Psychology

1. N. Schmitt
2. E. Peters
3. A. Pellicer‐Sánchez
4. Stuart Webb
5. B. Laufer
6. F. Boers
7. Eva Puimège
8. B. Fernández

In Language and Linguistics

1. N. Schmitt
2. E. Peters
3. Stuart Webb
4. A. Pellicer‐Sánchez
5. B. Laufer
6. F. Boers
7. Eva Puimège
8. Marijana Macis

Citations in the corpus

• Formulaic Language in Learner Corpora (2012, methodology): “Nesselhauf (2005), for example, observed that overall the majority of verbs that were likely to have been influenced by the L1 were used in a figurative sense in verb-noun combinations (e.g., take in take a step).”
• 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).”
• The idiom principle revisited (2014, background): “However, it has also been documented that second language learners underuse native-like MWEs and/or tend to use a large number of anomalous word combinations that are grammatically correct but are simply not ‘how native speakers say it’ (Granger 1998; Howarth 1998; Wray 2002; Nesselhauf 2004; Siyano”
• Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations (2017, background): “As a result, it has been argued that it is precisely the semi-transparent collocations that will cause problems for language learners (Nesselhauf, 2005).”
• Gauging the effects of exercises on verb–noun collocations (2014, background): “It is most typically the verb in these collocations that learners substitute by an unconventional choice (*do a mistake), and such substitutions are likely to be due to interference from the mother tongue when equivalent first-language nouns collocate with a different verb (Nesselhauf, 2005; Yamashi”
• 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).”
• 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).”
• Corpus Research Applications in Second Language Teaching (2011, background): “Nesselhauf (2005), for example, identified unidiomatic verb-noun collocations in German learner English (e.g., reach an aim, drive a bike), indicating that combinations such as achieve an aim or ride a bike may deserve particular attention in teaching materials designed for learners with first…”
• FREQUENCY OF INPUT AND L2 COLLOCATIONAL PROCESSING (2013, methodology): “For the purposes of item selection, a collocation was deemed congruent across English and Swedish if the assumed core meaning of the corresponding constituents (i.e., orthographic words) enabled a direct translation equivalence (see also Bahns, 1993 ; Nesselhauf, 2005 ).”
• Interpreting Vocabulary Test Scores: What Do Various Item Formats Tell Us About Learners’ Ability to Employ Words? (2016, background): “Collocation knowledge is now recognized as an important component of lexical knowledge (e.g., Barfield & Gyllstad, 2009; Nesselhauf, 2005), so it seemed a reasonable second word knowledge aspect to add to the test battery.”
• Adult learners’ retention of collocations from exposure (2010, background): “The majority of research in this area has taken the form of either learner-corpus studies (Yorio, 1989; De Cock et al., 1998; Granger, 1998; Howarth, 1998; Lorenz, 1999; Kaszubski, 2000; Oppenheim, 2000; Foster, 2001; Adolphs and Durow, 2004; Nesselhauf, 2005), or pen-and-paper tests of collocationa”
• A Phrasal Expressions List (2012, background): “…2000: 119).1 There are two general approaches to identifiying formulaic sequences: one which uses frequency as the main criterion, the other which primarily considers semantics/grammar, or what Nesselhauf (2005) has called the ‘frequency-based approach’ and ‘phraseological approach’, respectively.”
• How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “Nesselhauf (2005) also found that German learners of English made extensive use of collocations in her corpus research.”
• Learning L2 collocations incidentally from reading (2017, methodology): “The story had been specifically written for Pellicer-Sánchez’ (2015) study2 and was then modified for the purposes of the present study.”
• Examining second language receptive knowledge of collocation and factors that affect learning (2017, background): “Our review of literature pointed to two main approaches that are commonly adopted by researchers to identify collocations, namely, the phraseological approach (see Cowie, 1994; Howarth, 1996; Nesselhauf, 2005) and the frequency-based approach (see McEnery & Wilson, 2001; Sinclair, 1991).”
• The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “L2 words are literal or word-for-word translations if the word in question would – out of context – be translated into the target word in question (Nesselhauf, 2005, p. 221).”