Second Language Productive Knowledge of Collocations: Does Knowledge of Individual Words Matter?

Autor/inn/en	Sonbul, Suhad; El-Dakhs, Dina Abdel Salam; Masrai, Ahmed
Titel	Second Language Productive Knowledge of Collocations: Does Knowledge of Individual Words Matter?
Quelle	In: Studies in Second Language Acquisition, 45 (2023) 2, S.480-502 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sonbul, Suhad) ORCID (El-Dakhs, Dina Abdel Salam) ORCID (Masrai, Ahmed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263122000341
Schlagwörter	Second Language Learning; Phrase Structure; Vocabulary Skills; Word Frequency; Predictor Variables; Teaching Methods; Learning Processes; Correlation; Native Speakers; English; English (Second Language); Arabic; Receptive Language; Language Tests + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Phrasenstruktur; Aktiver Wortschatz; Word analysis; Frequency; Wortanalyse; Häufigkeit; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Korrelation; Muttersprachler; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest
Abstract	Recent studies suggest that developing L2 receptive knowledge of single words is associated with increased receptive knowledge of collocations. However, no study to date has directly examined the interrelationship between productive word knowledge and productive collocation knowledge. To address this gap, the present study administered a controlled productive word test and a controlled productive collocation test to 27 native English speakers and 55 nonnative speakers (L1-Arabic). The tests assessed word and collocation knowledge of the most frequent 3,000 lemmas in English (1K, 2K, and 3K frequency bands). The test scores were analyzed using three mixed-effects models for the following outcome variables: collocation appropriacy, collocation frequency, and collocation strength. Results revealed productive word knowledge as a significant predictor of productive collocation knowledge, though with a small effect. This association was omnipresent regardless of frequency band. We discuss implications of these findings for L2 learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01