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Reading collocations in an L2: do collocation processing benefits extend to non-adjacent collocations?
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How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure
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Abstract:
Many scholars believe that collocations are difficult to learn and use by L2 learners. However, some research suggests that learners often know more collocations than commonly thought. This study tested 108 Spanish learners of English to measure their productive knowledge of 50 collocations, which varied according to corpus frequency, t-score, and MI score. The participants produced a mean score of 56.6% correct, suggesting that our learners knew a substantial number of collocations. Knowledge of the collocations correlated moderately with corpus frequency (.45), but also with everyday engagement with English outside the classroom, in activities like reading, watching movies/TV, and social networking (composite correlation = .56). Everyday engagement also had a stronger relationship with collocation knowledge than years of English study (.45).
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URL: https://doi.org/10.1075/itl.166.1.03fer http://eprints.nottingham.ac.uk/32289/ https://benjamins.com/#catalog/journals/itl.166.1.03fer/details
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The PHaVE List: a pedagogical list of phrasal verbs and their most frequent meaning senses
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Assessing vocabulary size through multiple-choice formats: issues with guessing and sampling rates
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How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007)
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Jumping from the highest graded readers to ungraded novels: Four case studies
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A reassessment of frequency and vocabulary size in L2 vocabulary teaching
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Jumping from the highest graded readers to ungraded novels: four case studies
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Size and depth of vocabulary knowledge: what the research shows
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Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension?
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Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension?
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