Learning L2 Collocations Incidentally from Reading

Autor/in	Pellicer-Sánchez, Ana
Titel	Learning L2 Collocations Incidentally from Reading
Quelle	In: Language Teaching Research, 21 (2017) 3, S.381-402 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168815618428
Schlagwörter	Phrase Structure; Incidental Learning; Second Language Learning; Second Language Instruction; Reading Processes; Instructional Effectiveness; Teaching Methods; Interviews; Student Attitudes; Recall (Psychology); Experimental Groups; Form Classes (Languages); Vocabulary Development; Word Frequency; English (Second Language); Questionnaires; Measurement; Statistical Analysis; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Phrasenstruktur; Inzidentelles Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseprozess; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Schülerverhalten; Abberufung; Analytischer Sprachbau; Wortschatzarbeit; Word analysis; Frequency; Wortanalyse; Häufigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Messverfahren; Statistische Analyse; Ausland; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01