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Further Evidence of the Comparative Memorability of Alliterative Expressions in Second Language Learning
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In: Education Publications (2014)
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Gauging the effects of exercises on verb–noun collocations
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In: Education Publications (2014)
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Diagnostic Tests of English Vocabulary Learning Proficiency: Guessing From Context and Knowledge of Word Parts
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English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions
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Learning Collocations: Do the Number of Collocates, Position of the Node Word, and Synonymy Affect Learning?
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Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre
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In: International Journal of English Studies; Vol. 11 No. 1 (2011): New and Further Approaches to ESP Discourse: Genre Study in Focus; 117-135 ; International Journal of English Studies; Vol. 11 Núm. 1 (2011): New and Further Approaches to ESP Discourse: Genre Study in Focus; 117-135 ; 1989-6131 ; 1578-7044 (2011)
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Learning Collocations: Do the Number of Collocates, Position of the Node Word, and Synonymy Affect Learning?
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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.
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Keyword:
Article
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URL: https://doi.org/10.1093/applin/amq051 http://applij.oxfordjournals.org/cgi/content/short/amq051v1
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