Lexical Collocational Instruction in EAP Writing via COCA

Autor/inn/en	Liontas, John I.; Bangun, Imelda V.; Li, Siying
Titel	Lexical Collocational Instruction in EAP Writing via COCA
Quelle	In: Teaching English with Technology, 23 (2023) 1, S.80-106 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Teaching Methods; Phrase Structure; Computational Linguistics; North American English; Writing Improvement; Foreign Students; Language Usage; Academic Language; Research Papers (Students); Pragmatics; Correlation; Identification; Writing Evaluation; Language Tests; Vocabulary Skills; Lesson Plans; Writing Tests; Writing Instruction; Graduate Students; State Universities; Language Variation; English (Second Language) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Phrasenstruktur; Linguistics; Computerlinguistik; Amerikanisches Englisch; Sprachgebrauch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Pragmalinguistik; Korrelation; Identifikation; Identifizierung; Language test; Sprachtest; Aktiver Wortschatz; Lesson planning; Unterrichtsplanung; Writing test; Schreibtest; Schreibunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Staatliche Universität; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study investigated the efficacy of explicit lexical collocation instruction via the Corpus of Contemporary American English (COCA). To improve competence in lexical collocation and writing performance and to examine whether collocational competence and writing performance have a linear interrelation, 16 international English for Academic Purposes students received training on the use of the COCA interface. They were asked to first analyze the lexical collocations used in an academic paper, then search COCA for collocations to see how they are used pragmatically, and, finally, write an academic research paper on their own. A dependent t-test measured significant differences in performance, and the Pearson product-moment correlation coefficient identified the strength of the correlation between lexical competence and writing performance and their association with each other, respectively. The results showed that when students are given explicit instruction on how to utilize COCA to identify lexical collocations and their use in various contexts, both their lexical collocational competence and writing performance improves and, furthermore, these improvements correlate with each other. Implications for teaching lexical collocation are also discussed. (As Provided).
Anmerkungen	University of Nicosia (Cyprus) and Maria Curie-Sklodowska University (Poland). Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01