Learning L2 collocations incidentally from reading

Pellicer-Sánchez, Ana (2015) Learning L2 collocations incidentally from reading. Language Teaching Research . pp. 1-22. ISSN 1477-0954

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Previous studies have shown that intentional learning through explicit instruction is effective for the acquisition of collocations in a second language (L2) (e.g. Peters, 2014, 2015), but relatively little is known about the effectiveness of incidental approaches for the acquisition of L2 collocations. The present study examined the incidental acquisition of collocational knowledge when learners encounter adjective-pseudoword collocations while reading. Forty-one L2 learners read a story containing six target collocations in a classroom setting. One week after the reading they were interviewed about their knowledge of the form, meaning and collocation of the target items (at recall and recognition levels). Participants were randomly assigned to one of two experimental groups, i.e. the 4-repetition group and the 8-repetition group. Results showed that collocational knowledge can be learnt incidentally from reading; that it is learnt at a similar rate to other lexical components such as form and meaning of individual words; and that the frequency manipulation in this study did not seem to have a significant effect on the acquisition of any of the aspects examined.

Item Type: Article
RIS ID: https://nottingham-repository.worktribe.com/output/770324
Keywords: collocations, incidental learning, multi-word units, reading, vocabulary
Schools/Departments: University of Nottingham, UK > Faculty of Arts > School of English
Identification Number: https://doi.org/10.1177/1362168815618428
Depositing User: Zimmerman, Emma
Date Deposited: 26 Aug 2016 13:11
Last Modified: 04 May 2020 17:28
URI: https://eprints.nottingham.ac.uk/id/eprint/36047

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