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The role of input flood and input enhancement in EFL learners’ acquisition of collocations
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Abstract:
The study investigated L2 learners’ acquisition of verb-noun and adjective-noun collocations following two kinds of instruction: input flood only and input flood plus input enhancement (in the form of underlining). L1 Polish learners of English as a foreign language were exposed to infrequent collocations embedded in stories that were read during three consecutive weeks. Their collocational competence was subsequently assessed in a battery of delayed tests tapping into productive and receptive levels of collocational mastery. Input flood plus input enhancement resulted in the acquisition of collocations but only at the level of form recall and form recognition. The findings are discussed with reference to the complexity of acquiring and measuring L2 collocational knowledge. The article concludes with implications for instructed second language acquisition.
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URL: https://doi.org/10.1111/ijal.12092 http://onlinelibrary.wiley.com/doi/10.1111/ijal.12092/abstract http://eprints.nottingham.ac.uk/46871/
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Teaching spoken discourse markers explicitly: A comparison of III and PPP
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Spoken corpus linguistics : from monomodal to multimodal
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MPI-SHH Linguistik
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Listening for needles in haystacks: how lecturers introduce key terms
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Formality in digital discourse: a study of hedging in CANELC
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Discourse of 'transformational leadership' in infection control
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In: Health ; 12 ; 4 ; 479-499 (2012)
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Capturing context for heterogeneous corpus analysis: some first steps
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