The Development of Implicit and Explicit Knowledge of Collocations: A Conceptual Replication and Extension of Sonbul and Schmitt (2013)

Autor/inn/en	Toomer, Mark; Elgort, Irina
Titel	The Development of Implicit and Explicit Knowledge of Collocations: A Conceptual Replication and Extension of Sonbul and Schmitt (2013)
Quelle	In: Language Learning, 69 (2019) 2, S.405-439 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elgort, Irina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12335
Schlagwörter	Phrase Structure; Second Language Learning; Reading Processes; Advanced Students; English (Second Language); Medicine; Word Frequency; Incidental Learning; Recall (Psychology); Knowledge Level; Language Tests; Achievement Gains + Suchen Sie Ihr Suchwort? Phrasenstruktur; Zweitsprachenerwerb; Leseprozess; Fortgeschrittener; English as second language; English; Second Language; Englisch als Zweitsprache; Medizin; Word analysis; Frequency; Wortanalyse; Häufigkeit; Inzidentelles Lernen; Abberufung; Wissensbasis; Language test; Sprachtest; Achievement gain; Leistungssteigerung
Abstract	Sonbul and Schmitt (2013) showed that exposure to second language (L2) collocations in reading texts can produce gains in explicit knowledge, but they found no evidence of gains in implicit knowledge. This study is a conceptual replication and extension of Sonbul and Schmitt's research. Sixty-two advanced English as a second language (ESL) speakers read texts containing repeated occurrences of low-frequency medical collocations in three sessions over 2 days. The incidental learning treatments included reading only (no typographic enhancement), bolding, and bolding-plus-glossing. Collocational knowledge was assessed in tests of explicit knowledge (cued recall, form recognition) and a test of implicit knowledge (primed lexical decision). Repeated exposure to bolded collocations produced greater explicit knowledge than repeated exposure to typographically unenhanced collocations. Evidence of implicit knowledge development was observed in the unenhanced (reading only) treatment but not in the remaining treatments. These results replicated Sonbul and Schmitt's findings for explicit knowledge and extended their findings for implicit knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01