On Second Language Learner Acquisition of English Collocations PDF Download

Author: James Martin Rogers
Publisher: Vernon Press
ISBN: 1648898262
Category : Education
Languages : en
Pages : 129

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Book Description
Collocations are words that commonly co-occur, such as ‘jury’ and ‘verdict.’ Collocational fluency is an essential aspect of second language fluency. Learning a language via collocations improves upon the efficacy of language acquisition because it essentially kills three birds with one stone: students learn vocabulary, collocations, and also subconsciously absorb the grammar patterns of language through mastery of these chunks of language. This is, in fact, similar to the way native speakers learn language and an efficient way to become fluent. This book will detail efforts to create and then apply a methodology to develop a large-scale high-frequency collocation list and custom-tailored collocation resources for Japanese, Chinese, and Korean learners to study directly and for practitioners to utilize as reference materials to create additional resources. Presented in this book is a novel approach taken to fill a major gap in the research and to create large-scale resources that were previously unavailable. Therefore, this book should be considered a valuable contribution to research that aims to help second language learners more effectively achieve fluency in English as a second language.

Author: F. Boers
Publisher: Springer
ISBN: 0230245005
Category : Language Arts & Disciplines
Languages : en
Pages : 205

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Book Description
Empirically validated techniques to accelerate learners' uptake of 'chunks' demonstrate that pathways for insightful chunk-learning become available if one is willing to question the assumption that lexis is arbitrary. Care is taken to ensure that the pedagogical proposals are in accordance with insights from vocabulary research generally.

Author: Haiyan Men
Publisher: Springer
ISBN: 9811058229
Category : Education
Languages : en
Pages : 204

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Book Description
This book highlights research that expands on our knowledge of second- language collocation acquisition. It presents original findings based on the largest collocation database to date, encompassing over 8,000 collocations: verb + noun, adjective + noun, and noun + noun. These collocations, collected from a one-million-learner corpus, were not confined to English as a foreign language (EFL) learners at a particular proficiency level, but also included learners at three levels. As such, the book provides a panoramic view regarding L2 collocation acquisition, not only in terms of learners’ acquisition of different types of collocations, but in terms of the developmental patterns in L2 collocation learning. One major discovery is that there is a collocation lag as learners’ proficiency levels rise, which is associated with vocabulary increase, in particular semantic domains—a remarkable insight for second-language acquisition researchers, English teachers and EFL learners alike. The findings reported shed new light on how collocations are acquired by EFL learners, offering guidance on how they can best be taught. In closing, the book discusses pedagogical aspects that arise from considering how learners can be helped with collocation learning.

Author: Andy Barfield
Publisher: Springer
ISBN: 0230245323
Category : Language Arts & Disciplines
Languages : en
Pages : 287

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Book Description
This volume brings together original research in the four areas of L2 collocation learner corpora, L2 collocation lexicographic and classroom materials, L2 collocation knowledge assessment, and L2 collocation learner processes. Each area is covered by three research chapters and a dedicated commentary chapter by experts in the field.

Author: Paweł Szudarski
Publisher: Cambridge University Press
ISBN: 1108998720
Category : Language Arts & Disciplines
Languages : en
Pages : 168

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Book Description
This Element provides a systematic overview and synthesis of corpus-based research into collocations focusing on the learning and use of collocations by second language (L2) users. Underlining the importance of collocation as a key notion within the field of corpus linguistics, the text offers a state-of-the-art account of the main findings related to the applications of corpora and corpus-based measures for defining, identifying and analysing collocations as related to second language acquisition. Emphasising the quality of L2 collocation research, the Element illustrates key methodological issues to be considered when conducting this type of corpus analysis. It also discusses examples of pertinent research questions and points to representative studies treated as models of good practice. Aiming at researchers both new and experienced, the Element also points to avenues for future work and shows the relevance of corpus-based analysis for improving the process of learning and teaching of L2 collocations.

Author: Marco Schilk
Publisher: John Benjamins Publishing Company
ISBN: 9027261342
Category : Language Arts & Disciplines
Languages : en
Pages : 313

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Book Description
The production and processing of collocations and formulaic language is a field of growing interest in corpus linguistics and experimental psycholinguistics. In the past this fascinating field at the interface of grammar and the lexicon has been mainly studied based on English native speakers, while research focusing on second language speakers and language learners has been comparatively rare. This book proposes an integration of corpus-based and experimental methods by analysing language processing of collocation by advanced learners of English. In using corpus-derived collocational stimuli of native-like and learner-typical language use in an experimental setting, it shows how advanced German L1 learners of English process native-like collocations, L1-based interferences and non-collocating lexical combinations. This book is of interest to anyone interested in the psycholinguistic validity of collocation from a bilingual point of view, as it explores methods of tracking collocational processing of speakers working with different sets of ‘collocational preferences’.

Author: Ye Fan
Publisher:
ISBN:
Category : Attention
Languages : en
Pages : 590

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Author: Shino Kurosaki
Publisher: Universal-Publishers
ISBN: 1612334172
Category : Language Arts & Disciplines
Languages : en
Pages : 305

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Book Description
The present study investigated differences on the knowledge and use of collocations between French and Japanese learners with regard to: 1) L1 influence; and 2) combinability and transparency influence. The test materials included four categories of the lexical collocations: 1) verb + noun; 2) delexicalised verb + noun; 3) adjective + noun; and 4) adverb + adjective. The two types of tasks, Multiple Choice Question Tasks and Translation Tasks, are performed, and the learner corpora are also investigated in order to examine whether the learners from different L1 backgrounds demonstrate different results. Though L1 influence by both French and Japanese learners was demonstrated, the Japanese learners showed a greater L1 influence in the [adjective ] noun] category than the French learners. The investigation also found that L1 influence does not necessarily result in accuracy of the collocations. With regard to the combinability and transparency influence, the results of the two types of tasks followed Kellerman's (1978) remark. However, some contrasted results were also identified in learner corpus investigation. Thus the combinability and transparency influence were not necessarily identified. The results of the present study have a potential to improve teaching/learning of collocations through recognizing the learners' tendencies of learning collocations.

Author: Bloomsbury Publishing
Publisher: Bloomsbury Publishing
ISBN: 1441199225
Category : Language Arts & Disciplines
Languages : en
Pages : 385

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Book Description
Bloomsbury Companion To Second Language Acquisition, this book is designed to be the essential one-volume resource for advanced students and academics. It offers a comprehensive reference resource: it features an overview of key topics in SLA as well the key research methods. It then goes on to look at current research areas and new directions in the field by examining key relationships in the field, including the relationship between first and second language acquisition and the relationship between L2 input and L2 output. It is a complete resource for postgraduate students and researchers working within second language acquisition and applied linguistics.

Author: Eric Carl Jensen
Publisher:
ISBN: 9780355763935
Category :
Languages : en
Pages :

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Book Description
Research in Second Language Acquisition (SLA) has indicated that second language (L2) learners can benefit considerably from knowledge of collocations (e.g., black coffee, tall building, make a difference, break the law) and other formulaic sequences. At the same time, studies have also shown that collocations are acquired slowly and not mastered by learners even after extended periods of study and L2 immersion (Henriksen, 2012; Laufer & Waldman, 2011). While explicit collocation instruction has been linked to significant learning gains for L2 English learners (Hsu, 2010; Laufer & Girsai, 2008), few studies have examined the effectiveness of such interventions in Spanish language courses. Considering the importance of collocation knowledge for both idiomatic production and for the comprehension of authentic input, it is important to examine how collocation instruction can be integrated into advanced Spanish courses. This dissertation investigates the effectiveness of explicit instruction on L2 students’ knowledge of targeted collocations in a third-year Spanish writing course. Experimental group participants completed weekly vocabulary workshops featuring 25 previously selected verb-noun collocations (e.g., tener sentido), whereas the control group received no such training. Both groups encountered the target items in the assigned course readings. Results indicate that experimental participants significantly increased their knowledge of the target collocations (e.g., tener sentido, dar a luz), whereas very little implicit collocation learning was observed in the control group. This classroom intervention study (Study One) was repeated in a subsequent academic term, and this later study (Study Two) produced similar outcomes. Both studies’ results suggest that explicit instruction is effective at increasing L2 students’ knowledge of Spanish collocations, and that very few collocations are implicitly learned in language courses lacking explicit collocation instruction. It is argued that the instructional treatment led to significant learning gains by leading students to notice otherwise non-salient lexical items (Schmidt, 1994), and by pushing students to produce problematic structures that otherwise might be avoided (Swain, 1985). Additionally, anonymous post-study surveys suggest that experimental group participants found the collocation training to be a worthwhile and enjoyable activity. A third study within this dissertation (Study Three) examined the factors affecting the transparency of collocations, that is, the extent to which learners can correctly comprehend the meanings of L2 collocations. Results indicated that the lexical factors of formal congruency, semantic compositionality, and constituent polysemy significantly affect the comprehension of L2 collocations, and that many collocations are not as easily understood as has been previously claimed in the literature. The results of Study Three are of pedagogical value for textbook and course designers because they can inform which types of collocations should be prioritized for explicit instruction in advance language courses. All of these findings have important implications for researchers and language educators seeking to better understand how collocations are learned, as well as how they can effectively be taught in second language courses.