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| Autor/inn/en | Webb, Stuart; Kagimoto, Eve |
|---|---|
| Titel | Learning Collocations: Do the Number of Collocates, Position of the Node Word, and Synonymy Affect Learning? |
| Quelle | In: Applied Linguistics, 32 (2011) 3, S.259-276 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-6001 |
| DOI | 10.1093/applin/amq051 |
| Schlagwörter | Semantics; English (Second Language); Second Language Learning; Phrase Structure; Japanese; Native Speakers; Pretests Posttests; Language Tests; Teaching Methods; Second Language Instruction |
| Abstract | This study investigated the effects of three factors (the number of collocates per node word, the position of the node word, synonymy) on learning collocations. Japanese students studying English as a foreign language learned five sets of 12 target collocations. Each collocation was presented in a single glossed sentence. The number of collocates (6, 3, 1) varied per node word between three of the sets, the position of the node word (+1, -1) varied between two of the sets, and the semantic relationship between collocations (synonyms, non-synonyms) varied between two sets. Productive knowledge of collocation was measured in pre- and post-tests. The results showed that more collocations were learned as the number of collocates per node word increased, the position of the node word did not affect learning, and synonymy had a negative effect on learning. The implications for teaching and learning collocations are discussed in detail. (As Provided). |
| Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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