Lexical Collocations

Barfield, Andy

doi:10.1002/9781405198431.wbeal0690

Cited by 2 publications

(1 citation statement)

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“…We selected infrequent collocations in order to reduce the likelihood that these collocations were already known, or at least being experienced, by the participants before the study. Distinguished from lexical collocations, grammatical collocations are the co-occurrence of lexical words and grammatical words; they are the combination of a dominant word such as verb, noun, or adjective and a preposition or grammatical structure (Barfield, 2013). In the present study, the target grammatical collocations were verb-preposition combinations, also commonly referred to as phrasal verbs.…”

Section: Target Itemsmentioning

confidence: 79%

Effects of differences in language aptitude on learning grammatical collocations under elaborated input conditions

Farshi

Tavakoli

2019

Language Teaching Research

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The purpose of this study was to find out, whether three methods of presenting input, were effective in relation to language aptitude. Persian-speaking learners of English were provided with 20 grammatical collocations (verb–preposition collocations) embedded in authentic passages, lexically/grammatically elaborated passages, and lexically/grammatically elaborated passages with shorter sentences and enhanced target collocations. Participants were assessed on their receptive knowledge and productive knowledge of the grammatical collocations by a posttest and a delayed posttest, and their scores were correlated with various measures of language aptitude. The results suggested that modified elaborated input, which provided more focus on form (FonF), positively affected immediate and long-term gains in receptive knowledge and ruled out individual differences (IDs) in language aptitude. The results also implicated working memory (WM) as an explanatory variable in immediate and long-term achievements in productive knowledge under all the conditions of presenting input.

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Section: Target Itemsmentioning

confidence: 79%

Effects of differences in language aptitude on learning grammatical collocations under elaborated input conditions

Farshi

Tavakoli

2019

Language Teaching Research

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Incidental acquisition of collocations in L2

Vilkaitė

2017

ITL

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As collocations are very numerous, at least a part of them has to be learned incidentally when acquiring a second language. There is now an increasing body of evidence showing that incidental learning of collocations seems to be possible. The present study sets out to investigate whether collocations can be learned incidentally if encountered in their nonadjacent form (with words intervening between collocates). It also looks at the role of prior vocabulary knowledge in incidental acquisition of adjacent and nonadjacent collocations. The results show that nonadjacent collocations can be learned equally well as adjacent ones, at least to the recognition level of knowledge. Also, larger prior vocabulary knowledge seems to lead to better chances of learning both adjacent and nonadjacent collocations incidentally.

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Lexical Collocations

Abstract: In general terms, lexical collocations are multiword units, consisting of two or more words that constitute a whole unit of meaning and which particular discourse communities repeatedly use in spoken and written communication.

Cited by 2 publications

References 14 publications

Effects of differences in language aptitude on learning grammatical collocations under elaborated input conditions

Effects of differences in language aptitude on learning grammatical collocations under elaborated input conditions

Incidental acquisition of collocations in L2

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