NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1174104
Record Type: Journal
Publication Date: 2017
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0826-435X
Factors Impacting Recognition of False Collo­cations by Speakers of English as L1 and L2
Makinina, Olga
TESL Canada Journal, v34 n3 p165-191 2017
Currently there is a general uncertainty about what makes collocations (i.e., fixed word combinations with specific, not easily interpreted relations between their components) hard for ESL learners to master, and about how to improve collocation recognition and learning process. This study explored and designed a comparative classification of external factors that affect adult English as L1 and L2 speakers' recognition of false (non-native-like) collocations. At Stage 1, the reading-comprehension test and interview were administered to 5 participants: emergent bilinguals (another language/English), an advanced bilingual (Russian/ English), and a monolingual speaker of English. The results provided insights into the strategies and criteria participants employed to identify false collocations. At Stage 2, more than 90 speakers of English as L1 and L2 took a reading-comprehension test and posttest survey that gathered information on the differences and similarities in the participants' collocation recognition. The results suggested that certain factors positively correlated with recognition of false collocations: English as a predominant language of communication, the length of residence, vocabulary-learning strategies, and the focus of attention on sentence structure and the form and meaning of word combinations. The implications concern potential focus areas for pedagogical intervention in the ESL classroom.
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A