A Longitudinal Study into Learners' Productive Collocation Knowledge in L2 German and Factors Affecting the Learning

Autor/inn/en	Boone, Griet; De Wilde, Vanessa; Eyckmans, June
Titel	A Longitudinal Study into Learners' Productive Collocation Knowledge in L2 German and Factors Affecting the Learning
Quelle	In: Studies in Second Language Acquisition, 45 (2023) 2, S.503-525 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boone, Griet) ORCID (De Wilde, Vanessa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263122000377
Schlagwörter	Longitudinal Studies; Indo European Languages; Phrase Structure; German; Second Language Learning; Second Language Instruction; Native Language; Vocabulary Skills; Prior Learning; Computational Linguistics; Word Frequency; Correlation; Learning Processes; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Indoeuropäisch; Phrasenstruktur; Deutscher; Zweitsprachenerwerb; Fremdsprachenunterricht; Aktiver Wortschatz; Vorkenntnisse; Linguistics; Computerlinguistik; Word analysis; Frequency; Wortanalyse; Häufigkeit; Korrelation; Learning process; Lernprozess
Abstract	This longitudinal study explored the roles of item- and learner-related variables in L2 learners' development of productive collocation knowledge (L1 = Dutch; L2 = German; NLearners= 50). Learners' form recall knowledge of 35 target collocations was measured three times over a 3-year period. The item-related variables investigated were L1-L2 congruency, corpus frequency, association strength, and imageability. We also explored the learner-related variables L2 prior productive vocabulary knowledge and L2 immersion. Mixed-effects regression modeling indicated a significant effect of time, congruency, and prior productive vocabulary knowledge on learners' collocation learning. While learners' knowledge of congruent collocations remained relatively stable after year one, knowledge of incongruent collocations increased significantly. Learners' prior productive vocabulary knowledge was clearly associated with growth of productive collocation knowledge, but besides overall growth there were instances of attrition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01