Incidental Learning of Collocation

Stuart Webb · Jonathan Newton · Anna C-S Chang

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Reading and Literacy Development

Abstract

This study investigated the effects of repetition on the learning of collocation. Taiwanese university students learning English as a foreign language simultaneously read and listened to one of four versions of a modified graded reader that included different numbers of encounters (1, 5, 10, and 15 encounters) with a set of 18 target collocations. A surprise vocabulary test that was made up of four tests measuring receptive and productive knowledge of the form of the target collocations and receptive and productive knowledge of the form and meaning of these collocations was administered after the treatments. The results showed that (a) collocations can be learned incidentally through reading while listening to a graded reader and (b) the number of encounters has a positive effect on learning. If learners encounter collocations 15 times within a graded reader, sizeable learning gains may occur.

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References

2001Learning Vocabulary in Another Language 1992Corpus, Concordance, Collocation 1986The Input Hypothesis: Issues and Implications 2002Corpora in Applied Linguistics 2008Review article: Instructed second language vocabulary learning 2002Vocabulary in Language Teaching 2000The idiom principle and the open choice principle 2001Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing

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2019The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies 2012Experimental and Intervention Studies on Formulaic Sequences in a Second Language 2015The learning burden of collocations: The role of interlexical and intralexical factors 2015Learning L2 collocations incidentally from reading 2014Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning?2014The Idiom Principle Revisited

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