Explicit and Implicit Lexical Knowledge: Acquisition of Collocations under Different Input Conditions

Autor/inn/en	Sonbul, Suhad; Schmitt, Norbert
Titel	Explicit and Implicit Lexical Knowledge: Acquisition of Collocations under Different Input Conditions
Quelle	In: Language Learning, 63 (2013) 1, S.121-159 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2012.00730.x
Schlagwörter	Language Research; Phrase Structure; English (Second Language); Priming; Recall (Psychology); Recognition (Psychology); Second Language Learning; Native Speakers; Undergraduate Students; Foreign Countries; Linguistic Input; Vocabulary Development; Grammar; Cloze Procedure; Second Language Instruction; Language Tests; Computational Linguistics; Reaction Time; Statistical Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Sprachforschung; Phrasenstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Abberufung; Recognition; Wiedererkennen; Zweitsprachenerwerb; Muttersprachler; Ausland; Sprachbildung; Wortschatzarbeit; Grammatik; Lückentext; Fremdsprachenunterricht; Language test; Sprachtest; Linguistics; Computerlinguistik; Reaktionsvermögen; Statistische Analyse; Großbritannien
Abstract	To date, there has been little empirical research exploring the relationship between implicit and explicit lexical knowledge (of collocations). As a first step in addressing this gap, two laboratory experiments were conducted that evaluate different conditions (enriched, enhanced, and decontextualized) under which both adult native speakers (Experiment 1) and advanced nonnative speakers of English (Experiment 2) acquire collocations. Three different tests of collocational knowledge were used to assess gains after treatment: two traditional explicit tests (form recall and form recognition) and an innovative implicit test (priming). Results from mixed-effects modeling showed that all conditions led to significant long-term gains in explicit form recall and recognition both for natives and nonnatives, while no condition facilitated implicit collocational priming effects either for natives or nonnatives. (Contains 9 notes, 9 tables, and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10