Adult Learners' Retention of Collocations from Exposure

Autor/inn/en	Durrant, Philip; Schmitt, Norbert
Titel	Adult Learners' Retention of Collocations from Exposure
Quelle	In: Second Language Research, 26 (2010) 2, S.163-188 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658309349431
Schlagwörter	Second Language Learning; Adult Learning; Adults; Learning Processes; Linguistic Input; Metacognition; Models; Associative Learning; Teaching Methods; Form Classes (Languages); Language Usage; Phrase Structure + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Adulte education; Adult training; Erwachsenenbildung; Learning process; Lernprozess; Sprachbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Analytischer Sprachbau; Sprachgebrauch; Phrasenstruktur
Abstract	Formulaic language is widely recognized to be of central importance to fluent and idiomatic language use. However, the mechanics of how formulaic language is acquired are not well understood. Some researchers (e.g. Nick Ellis) believe that the chunking inherent in formulaic language drives the language learning process. Others (e.g. Wray) claim that adult second language learners take an essentially non-formulaic approach to language learning, analysing their input into individual words and not retaining information about what words appear together. If the second model is right, it represents a crucial difference between child first and adult second language learning. This "non-formulaic" model is tested here through a lab-based study of collocation learning. Our findings indicate that, contrary to the model, adult second language learners do retain information about what words appear together in their input. This suggests that any shortfall in non-natives' knowledge of collocational associations between words is due to inadequate input, rather than a non-nativelike approach to learning. The study also examines the effects of different forms of repetition on collocation acquisition and draws conclusions regarding pedagogical activities for learning. (Contains 1 table, 1 figure and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10