EFL Learners' Acquisition of Academic Collocation and Synonymy: Does Their Academic Experience Matter?

Autor/inn/en	Wongkhan, Prueksa; Thienthong, Atikhom
Titel	EFL Learners' Acquisition of Academic Collocation and Synonymy: Does Their Academic Experience Matter?
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 3, S.523-538 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thienthong, Atikhom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688219895046
Schlagwörter	English for Academic Purposes; English (Second Language); Second Language Learning; Second Language Instruction; Phrase Structure; Foreign Countries; Vocabulary Skills; Undergraduate Students; Student Attitudes; Learning Experience; Language Tests; Comparative Analysis; Decision Making; Item Analysis; Language of Instruction; Vietnam; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Phrasenstruktur; Ausland; Aktiver Wortschatz; Schülerverhalten; Lernerfahrung; Language test; Sprachtest; Decision-making; Entscheidungsfindung; Itemanalyse; Teaching language; Unterrichtssprache
Abstract	It is generally accepted that collocation is essential for establishing synonymy. They are related linguistic features which are important and useful for language learners. Given this importance, this present study considered the experience of 120 Thai English as a Foreign Language (EFL) students. The study explored the students' knowledge of academic collocation and synonymy in relation to their academic experience at university and examined their justifications for their collocation selections. The results of a forced-choice collocation test revealed that while the majority of the students demonstrated their knowledge of academic collocations and synonyms, the more experienced (ME) students significantly outperformed their less experienced (LE) counterparts in most collocation questions. In terms of explanations for their collocation choices, the ME group referred to their encounters as the most frequent reason while the LE group made the largest number of guesses. The findings suggest that despite not being taught explicitly about academic collocations, EFL learners can develop their collocation repertoire incidentally as they are exposed to academic discourse over their university years. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01