NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1174116
Record Type: Journal
Publication Date: 2017
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0826-435X
Improving English Learners' Productive Collocation Knowledge: The Effects of Involvement Load, Spacing, and Intentionality
Snoder, Per
TESL Canada Journal, v34 n3 p140-164 2017
This article reports on a classroom-based experiment that tested the effects of three vocabulary teaching constructs (involvement load, spacing, and intentionality) on the learning of English verb-noun collocations--for example, "shelve a plan." Laufer and Hulstijn's (2001) "involvement load" predicts that the higher the motivational-cognitive load of a task, the more effectively it promotes word retention. "Spacing" refers to the advantage of spreading out learning opportunities for words as opposed to massing them. "Intentionality" comprises two word processing modes: intentional learning (posttest announced) and incidental learning (posttest unannounced), where the former is claimed to outperform the latter. The constructs were integrated into an intervention study with 59 adolescent L1 Swedish learners of English in within- and between-subjects designs. Learners processed target items three times when performing tasks that operationalized the constructs. Three posttests of productive knowledge of target items were administered. Statistical analyses of gain scores show that neither involvement load nor spacing had a significant positive impact on learning gains. Significant effects were found on three measures for intentional learning when compared to incidental learning. The findings are discussed in relation to previous research and their implications for English language teaching (ELT).
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
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A