Examining Second Language Receptive Knowledge of Collocation and Factors That Affect Learning

Autor/inn/en	Nguyen, Thi My Hang; Webb, Stuart
Titel	Examining Second Language Receptive Knowledge of Collocation and Factors That Affect Learning
Quelle	In: Language Teaching Research, 21 (2017) 3, S.298-320 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168816639619
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Phrase Structure; Verbs; Nouns; Form Classes (Languages); Word Frequency; Predictor Variables; Scores; Correlation; Vietnamese People; Vocabulary Development; Language Tests; Receptive Language; Statistical Analysis; Computational Linguistics; College Students; Foreign Countries + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Phrasenstruktur; Analytischer Sprachbau; Word analysis; Frequency; Wortanalyse; Häufigkeit; Prädiktor; Korrelation; Wortschatzarbeit; Language test; Sprachtest; Rezeptive Kommunikationsfähigkeit; Statistische Analyse; Linguistics; Computerlinguistik; Collegestudent; Ausland
Abstract	This study investigated Vietnamese EFL learners' knowledge of verb-noun and adjective-noun collocations at the first three 1,000 word frequency levels, and the extent to which five factors (node word frequency, collocation frequency, mutual information score, congruency, and part of speech) predicted receptive knowledge of collocation. Knowledge of single-word items at the same word frequency levels was also examined. The results indicated that the participants were not close to a level of mastery of collocational knowledge at any word frequency level; knew less than 50% of each type of collocation overall; and that their knowledge of collocation significantly decreased at each level. The analysis also revealed that there were significant large positive correlations between knowledge of collocations and single-word items, and that node word frequency was the strongest predictor of receptive knowledge of collocation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01