The role of input flood and input enhancement in EFL learners' acquisition of collocations

Abstract

The study investigated L 2 learners' acquisition of verb‐noun and adjective‐noun collocations following two kinds of instruction: input flood only and input flood plus input enhancement (in the form of underlining ). L 1 P olish learners of E nglish as a foreign language were exposed to infrequent collocations embedded in stories that were read during three consecutive weeks. Their collocational competence was subsequently assessed in a battery of delayed tests tapping into productive and receptive levels of collocational mastery. Input flood plus input enhancement resulted in the acquisition of collocations but only at the level of form recall and form recognition. The findings are discussed with reference to the complexity of acquiring and measuring L 2 collocational knowledge. The article concludes with implications for instructed second language acquisition.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 188 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.