ERIC Number: EJ927610
Record Type: Journal
Publication Date: 2011-Jul
Abstractor: As Provided
Reference Count: 0
Learning Collocations: Do the Number of Collocates, Position of the Node Word, and Synonymy Affect Learning?
Webb, Stuart; Kagimoto, Eve
Applied Linguistics, v32 n3 p259-276 Jul 2011
This study investigated the effects of three factors (the number of collocates per node word, the position of the node word, synonymy) on learning collocations. Japanese students studying English as a foreign language learned five sets of 12 target collocations. Each collocation was presented in a single glossed sentence. The number of collocates (6, 3, 1) varied per node word between three of the sets, the position of the node word (+1, -1) varied between two of the sets, and the semantic relationship between collocations (synonyms, non-synonyms) varied between two sets. Productive knowledge of collocation was measured in pre- and post-tests. The results showed that more collocations were learned as the number of collocates per node word increased, the position of the node word did not affect learning, and synonymy had a negative effect on learning. The implications for teaching and learning collocations are discussed in detail.
Descriptors: Semantics, English (Second Language), Second Language Learning, Phrase Structure, Japanese, Native Speakers, Pretests Posttests, Language Tests, Teaching Methods, Second Language Instruction
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: email@example.com; Web site: http://applij.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A