COLLOCATIONAL KNOWLEDGE UPTAKE BY UNIVERSITY STUDENTS UNDER ONLINE LEARNING
Vol.7, Issue 1, 2021, pp. 97-117 Full text
DOI: https://doi.org/10.33919/esnbu.21.1.7
Web of Science: 000658797400008
Author:
Svetlana Danilina https://orcid.org/0000-0002-2005-9363
Affiliation:
Taras Shevchenko National University of Kyiv, Ukraine
Abstract
The article discusses an experiment that looked into the acquisition of collocational knowledge in three university groups studying online, each subjected to different learning conditions: incidental acquisition, intentional acquisition, and intentional acquisition with an extra productive output (essay), the latter having been assessed for the amount and accuracy of target lexis usage in their texts. The aim of the study was to see how well upper-intermediate university students could identify collocations in an input text, and how the text-based output affected the collocational uptake outcomes. The study showed that the productive output group outperformed the other intentional learning group, while incidental acquisition group failed to complete a productive knowledge posttest. Although the study revealed only slightly higher gains in the output group, their results appeared more consistent than those demonstrated by the other intentional uptake group, whose retention rate decreased by the time of delayed posttest.
Keywords: collocational knowledge, ESP, vocabulary uptake, involvement load, written output
Article history:
Submitted: 11 January 2021;
Reviewed: 14 January 2021;
Revised: 18 March 2021;
Accepted: 1 May 2021;
Published: 1 June 2021
Citation (APA):
Danilina, S. (2021). Collocational Knowledge Uptake by University Students under Online Learning. English Studies at NBU, 7(1), 97-117. https://doi.org/10.33919/esnbu.21.1.7
Copyright © 2021 Svetlana Danilina
This open access article is published and distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. If you want to use the work commercially, you must first get the authors' permission.
References
Adamcova, S. (2020). Empirical research of collocations in foreign language learning. Advanced Education, 14, 75-83. https://doi.org/10.20535/2410-8286.197363
Boers, F., & Lindstromberg, S. (2009). Optimizing a lexical approach to instructed second language acquisition. Palgrave Macmillan. https://doi.org/10.1057/9780230245006
Boers, F., & Lindstromberg, S. (2012). Experimental and intervention studies on formulaic sequences in a second language. Annual Review of Applied Linguistics, 32, 83-110. https://doi.org/10.1017/S0267190512000050
Carter, R., & Nunan, D. (2002). The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press. https://doi.org/10.1017/CBO9780511667206
Durrant, P. (2014). Corpus frequency and second language learners' knowledge of collocations. A meta-analysis. International Journal of Corpus Linguistics, 19(4), 443-477. https://doi.org/10.1075/ijcl.19.4.01dur
Ellis, R. (1999). Learning a second language through interaction. John Benjamins. https://doi.org/10.1075/sibil.17
Ellis, N. C. (2003). Constructions, chunking, and connectionism: The emergence of second language structure. Revised chapter for Doughty & Long (Eds.), Handbook of Second Language Acquisition. Blackwell. https://doi.org/10.1002/9780470756492.ch4
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305-352. https://doi.org/10.1017/S027226310505014X
Ellis, N. C., Simpson-Vlach, R., & Maynard, C. (2008). Formulaic language in native and second language speakers: Psycholinguistics, corpus linguistics and TESOL. TESOL Quarterly, 42, 375-396. https://doi.org/10.1002/j.1545-7249.2008.tb00137.x
Firth, J. (1968). A Synopsis of Linguistic Theory 1930-1955. In Palmer, F.R. (Ed.), Selected Papers of J.R. Firth 1952-59 (pp. 1-32). Indiana University Press.
Fitzpatrick, T., Al-Quarni, I. & Meara, P. (2008). Intensive vocabulary learning: a case study, Language Learning Journal, 36, 2, 116-132. https://doi.org/10.1080/09571730802390759
Garnier, M., & Schmitt, M. (2016). Picking Up polysemous phrasal verbs: How many do learners know and what facilitates this knowledge? SYSTEM, 59, 29-44. https://doi.org/10.1016/j.system.2016.04.004
González Fernández, B. & Schmitt, N. (2015). How much collocation knowledge do L2 learners have? The effects of frequency and amount of exposure. ITL International Journal of Applied Linguistics, 166, 94-126. https://doi.org/10.1075/itl.166.1.03fer
Hoey, M. (2012). Lexical Priming. In Carol A. Chapelle (Ed.), The Encyclopaedia of Applied Linguistics. Blackwell Publishing https://doi.org/10.1002/9781405198431.wbeal0694
Krashen, S. (2009). Principles and Practice in Second Language Acquisition (1st Internet Edition).
Laufer, B. (2005). Focus on Form in Second Language Vocabulary Learning. EUROSLA (Ed.), EUROSLA Yearbook 5, 223-250. John Benjamins Publishing. https://doi.org/10.1075/eurosla.5.11lau
Laufer, B. & Rozovski-Roitblatt, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15 (4), 391-411. https://doi.org/10.1177/1362168811412019
Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1-26. https://doi.org/10.1093/applin/22.1.1
Lee, S., & Pulido, D. (2017). The impact of topic interest, L2 proficiency, and gender on EFL incidental vocabulary acquisition through reading. Language Teaching Research, 21, 118-135. https://doi.org/10.1177/1362168816637381
Lewis, M. (1999). The Lexical Approach: The State of ELT and A Way Forward. Language Teaching Publications.
Lewis, M. (2000). Teaching collocation: Further developments in the lexical approach. Language Teaching Publications.
Macis, M. & Schmitt, N. (2017). Not just 'Small Potatoes': Knowledge of the idiomatic meanings of collocations. Language Teaching Research, 21(3), 321-340. https://doi.org/10.1177/1362168816645957
Nguyen, C. D., & Boers, F. (2018). The Effect of Content Retelling on Vocabulary Uptake from a TED Talk. TESOL Quarterly, 52(1), 1-25. https://doi.org/10.1002/tesq.441
Pauwels, P. (2018). How advanced students approach intentional vocabulary study. The Language Learning Journal, 46(3), 293-310. https://doi.org/10.1080/09571736.2015.1078398
Pellicer-Sánchez, A. (2017). Learning L2 collocations incidentally from reading. Language Teaching Research, 21(3), 381-402. https://doi.org/10.1177/1362168815618428
Peters, E. (2014). The effects of repetition and time of post-test administration on EFL learners' form recall of single words and collocations. Language Teaching Research, 18(1), 75–94. https://doi.org/10.1177/1362168813505384
Peters, E. (2016). The learning burden of collocations: The role of interlexical and intralexical factors. Language Teaching Research, 20(1), 113–138. https://doi.org/10.1177/1362168814568131
Puimège, E., & Peters, E. (2020). Learning formulaic sequences through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 42(3), 525-549. https://doi.org/10.1017/S027226311900055X
Reuterskiöld C, & Van Lancker Sidtis, D. (2012). Retention of idioms following one-time exposure. Child Language Teaching and Therapy, 29(2), 216–228. https://doi.org/10.1177/0265659012456859
Schmitt, N. (2008). Instructed Second Language Vocabulary Learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
Sinclair, J. (1991). Corpus, Concordance, Collocation. Oxford University Press.
Snoder, P. (2017). Improving English Learners' Productive Collocation Knowledge: The Effects of Involvement Load, Spacing, and Intentionality. TESL Canada Journal, 34(3), 140-164. https://doi.org/10.18806/tesl.v34i3.1277
Szudarski, P. (2017). Learning and teaching L2 collocations: insights from research. TESL Canada Journal, 34(3), 205-216. https://doi.org/10.18806/tesl.v34i3.1280
Wray, A. (2002). Formulaic language and the lexicon. Cambridge University Press. https://doi.org/10.1017/CBO9780511519772
Review
1. Reviewer's name: Undisclosed
Review Content: Undisclosed
Review Verified on Publons
2. Reviewer's name: Undisclosed
Review Content: Undisclosed
Review Verified on Publons
Handling Editor: Stan Bogdanov
Verified Editor Record on Publons