Short- and Long-Term Effects of Rote Rehearsal on ESL Learners' Processing of L2 Collocations

Szudarski, Paweł; Conklin, Kathy

doi:10.1002/tesq.201

Cited by 23 publications

(48 citation statements)

References 16 publications

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“…Spontaneous communication imposes greater short‐term working memory demands on speaking than writing. Corpus linguists have discovered that fluency in speaking, or natural language, is related to the use of recurrent multiword expressions, such as phrasal verbs, collocations, compound nouns, and formulaic expressions, at high frequency and in a variety of forms (Meunier, ; Nation & Meara, ; Szudarski & Conklin, ). Short‐term repetition and the rehearsal of multiword expressions allow the development of multiword sequencing in long‐term memory, which consequently compensates for limited working memory and ultimately expedites the pathway from language processing to production.…”

Section: Discussionmentioning

confidence: 99%

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Chou

2018

TESOL Quarterly

121

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In recent years, Taiwan and other East Asian countries have begun to promote English‐medium instruction (EMI) at the tertiary level. Communicating through English in EMI classrooms is a basic requirement for English as a foreign language (EFL) learners, but it can be a challenge. Speaking a foreign language is a complex process that involves linguistic competence, speaking skills, and strategy use. Speaking strategies have been viewed as first aid devices used for interaction and communication, to address problems or breakdowns, and to remain active in communication. The purpose of this article is to investigate university students’ anxiety, strategy use, and difficulties when speaking English in full and partial EMI contexts. This research involved a large‐scale questionnaire survey of 638 students. The quantitative analyses were conducted through a multivariate analysis of variance, a hierarchical multiple regression, and chi‐square tests of independence. The results indicated that students receiving partial EMI exhibited high speech anxiety, a lack of confidence, and negative feelings toward English learning. Additionally, students in the partial EMI context were found to use rehearsal and paraphrasing strategies less frequently than those in full EMI contexts. Furthermore, a relationship was observed between the EMI context and difficulties in speaking reported by students.

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Section: Discussionmentioning

confidence: 99%

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Chou

2018

TESOL Quarterly

121

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“…Separate to this strand of research into reading-based MWE acquisition, some studies have examined factors that influence the effectiveness of deliberate MWEfocused instruction and learning (e.g., Alali & Schmitt, 2012;Boers, Eyckmans, & Stengers, 2007;Boers, Dang, & Strong, 2016;Eyckmans, Boers, & Lindstromberg, 2016;Laufer, 2010;Laufer & Girsai, 2008;Peters, 2016;Szudarski & Conklin, 2014;Webb & Kagimoto, 2011).…”

Section: "Mining" Input For Multiword Expressions To Fuel An Output Taskmentioning

confidence: 99%

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Hoang

Boers

2016

SSLLT

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Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners' re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners' renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.

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“…The second domain of potentially influential factors includes intralinguistic (or collocation-specific) factors, such as frequency of occurrence (Sonbul, 2015;Szudarski & Conklin, 2014;Wolter & Gyllstad, 2013) and co-occurrence (Durrant & Schmitt, 2009;Granger & Bestgen, 2014;Siyanova & Schmitt, 2008), morphosyntactic structure (Almela, 2011;Boers et al, 2014;Pellicer-Sánchez, 2017), and others.…”

Section: Objectives and Research Questionsmentioning

confidence: 99%

“…However, there is more than one dimension of frequency. The majority of researchers (Korosadowicz-Struzynska, 1980;Siyanova-Chanturia & Spina, 2015;Sonbul, 2015;de Souza Hodne, 2009;Szudarski & Conklin, 2014;Webb, Newton, & Chang, 2013;Wolter & Gyllstad, 2013) focus on the overall frequency of occurrence of word combinations in the corpora, which is measured by the raw or normal frequency per million. Different frequency thresholds have been established depending on the size 22 of the corpora, the length of the word string, collocational structure, and general study objectives.…”

Section: Characteristics Of Collocationsmentioning

confidence: 99%

“…Different frequency thresholds have been established depending on the size 22 of the corpora, the length of the word string, collocational structure, and general study objectives. For example, Ackermann and Chen (2013) consider the normed frequency of one time per million in the Pearson International Corpus of Academic English (PICAE), which comprises 37 million words; Wolter and Gyllstad (2013) focus on the minimum threshold of 10 in the Corpus of Contemporary American English (COCA), which has 560 million words; and Szudarski and Conklin (2014) consider those collocations that occur more than 79 times in the British National Corpus (BNC), which has 100 million words.…”

Section: Characteristics Of Collocationsmentioning

confidence: 99%

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Factors Impacting Collocation Recognition and Controlled Production by ESL Speakers

Makinina¹

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The topic of collocations is popular in vocabulary acquisition-based studies. , 2013) implement many strategies for teaching/testing collocations, varying from intuitive noticing to repetition/drilling and analysis-based activities. However, collocational competence is slow to develop in learners of English as a second/additional language (L2), and so far, there is no clear understanding of factors impacting collocation acquisition. This dissertation examines external and internal factors influencing collocation recognition and controlled production by speakers of English as L2 in three consecutive studies.The first study was based on an acceptability judgement-focused reading-comprehension task and a survey that compared populations of speakers of English as a first language (L1) and L2. This phase identified that speakers of English as L2 with higher test scores implemented similar reading-comprehension strategies as speakers of English as L1.Additionally, the factors of English as a predominant language of communication, L1, and vocabulary learning strategies were the most significant external factors. The results of the second and third stages of the research were based on a teaching module, pre-and post-instruction cloze and multiple-choice/acceptability judgement matrix-based tests, and a post-test survey. The findings suggested that such interconnected characteristics of collocations as frequency of occurrence and co-occurrence and morphosyntactic type (MST) influence collocation recognition and production. In terms of frequency, collocations with low frequency of occurrence and high frequency of co-occurrence were found to be more difficult to recognize pre-instruction and more susceptible to teaching iii intervention. In terms of MST, Verb + Noun, Adjective + Noun, and Verb + Adjective were strong pre-instruction test score predictors; however, they were not easily acquired, and it was Verb + Adjective and Adverb + Adjective collocations that showed an improvement in post-instruction test scores. Other research implications concern strategies of teaching/testing collocations based on their characteristics. The testing format of a cloze and multiple-choice/acceptability judgment matrix modelled after Revier (2009) was an effective measurement of recognition and production of whole collocations in the sentence-level context. Additionally, a blended teaching approach based on noticing, repetition, and deep processing proved successful.iv

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Short- and Long-Term Effects of Rote Rehearsal on ESL Learners' Processing of L2 Collocations

Cited by 23 publications

References 16 publications

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Factors Impacting Collocation Recognition and Controlled Production by ESL Speakers

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