外语教学理论与实践

The number of encounters has a positive effect on learning. 15 times/sizeable learning gains
Using collocations made up of nonsense words
Prior The knowledge of measurement the of form and constituent meaning. items
02
incidental vocabulary learning /valuable part
Literature review
focus exclusively /single-word items+
collocations/explicit teaching
Research questions
Language Learning 63:1, March 2013, pp. 91-120
Literature review
01
Research Qs & theoretical significance
04
Research findings & limitations
Contents
03
Research methodology & design
Incidental Learning of Collocation
Stuart Webb
Victoria University of Wellington
Jonathan Newton
Victoria University of Wellington
Anna Chang
Hsing-Wu University
Defining collocation
refers to the regular standpoint co-occurrence of words within a (corpus linguistics) given span demonstrating a statistical strength of co-occurrence in this study 18 target collocations from the General Service List (West, 1953) & 1,000 word families in British National Corpus lists (Nation, 2004)
Mowk.baidu.comified reader
Oxford Bookworms graded reader
New Yorkers
with target collocations inserted
Method
design
Experimental Group 1: once Experimental Group 5: 5 times Experimental Group 10: 10 times Experimental Group 15: 15 times
References Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press. Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Boston: Heinle. Nation, I.S.P., & Webb, S. (2011). Researching and analyzing vocabulary. Boston: Heinle. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge, UK: Cambridge University Press. Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12, 329–363. Sun, Y. -C., & Wang, L.-Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16, 83–94. Webb, S., & Chang, C-S. A. (2012). Second language vocabulary growth. RELC Journal, 43, 113–126. Webb, S., & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly, 43, 55–77. Webb, S., & Kagimoto, E. (2011). Learning collocation: Do the number of collocates, position of the node word, and synonymy affect learning? Applied Linguistics, 32, 259–276.
Can collocations be learned incidentally through reading while listening to a modified graded reader?
How many encounters with collocations are needed to incidentally learn the written form of the collocations under the above condition? How many encounters with collocations are needed to incidentally learn the form and meaning of the collocations under the above condition?
1 control group
4 experimental groups
Pretest 1 week/ receptive knowledge of form (multiple-choice) e.g. break silence break a) desk b) final c) silence d) light e) I don’t know
statistical
01
+listening indication of form (without pauses)
reading while listening
Brown et al. (2008) greater incidental vocabulary learning
Theoretical significance
participants
28.38/30 2,000 word level of the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001)
Method
n=161 (freshman & sophomore) /3 universities in Taiwan
/L2-L1 translation e.g. meet demand _____
To answer Q1
To answer Q1
Encountering collocations when reading while listening contributed to incidental learning of collocation.
03
3rd Posttest productive knowledge of form and meaning /L1-L2 translation
4th Posttest
receptive knowledge of
04
e.g. meet demand 满足需要 _____
form and meaning
Q1
To answer Q2
(receptive form)
To answer Q2
(productive form)
55%
To answer Q3
26%
53%
73%
82%
Collocations can be learned incidentally through reading while listening to a graded reader.
00
01
1st Posttest productive knowledge of form e.g. remember time remember _____
2nd Posttest
receptive knowledge of form
02
/identical to pretest with a
different order
A test order effect
Critique
References Boers, F., Demecheleer, M., & Eyckmans, J. (2004). Etymological elaboration as a strategy for learning figurative idioms. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition and testing (pp. 53–78). Amsterdam: John Benjamins. Chan, T. P., & Liou, H. C. (2005). Effects of web-based concordancing instruction on EFL students’ learning of verb-noun collocations. Computer Assisted Language Learning, 18, 231–251. Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 17, 23–59. Laufer, B. (2001). Reading, word-focused activities and incidental vocabulary acquisition in a second language. Prospect, 16(3), 44–54. Laufer, B. (2003).Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Canadian Modern Language Review, 59, 565–585. Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics, 29, 694–716. Lindstromberg, S., & Boers, F. (2008b). The mnemonic effect of noticing alliteration in lexical chunks. Applied Linguistics, 29, 200–222.