Effects of Web-based Concordancing Instruction on EFL Students' Learning of Verb – Noun Collocations

Tun-pei Chan · Hsien‐Chin Liou

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Second Language Acquisition and Learning Lexicography and Language Studies English Language Learning and Teaching

Abstract

This study investigates the influence of using five web-based practice units on English verb-noun collocations with the design of a web-based Chinese-English bilingual concordancer (keyword retrieval program) on collocation learning. Thirty-two college EFL students participated by taking a pre-test and two post-tests, and responding to a background questionnaire and an evaluation questionnaire. Results indicated that learners made significant collocation improvement immediately after the online practice but regressed later. Yet, the final performance was still better than students' entry level. Different verb-noun collocation types and learners with different prior collocation knowledge were found to be not equally receptive to the practice effects. Both the online instructional units and the concordancer were acceptable to most participants.

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References

2001Learning Vocabulary in Another Language 2002Formulaic Language and the Lexicon 1998Phraseology and Second Language Proficiency 2003The Use of Collocations by Advanced Learners of English and Some Implications for Teaching 1994From printout to handout: Grammar and vocabulary teaching in the context of Data-driven Learning 1993Should we teach EFL students collocations?2006Formulaic Sequences: Acquisition, Processing and Use 2004Formulaic Sequences

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2015Learning L2 collocations incidentally from reading 2016Examining second language receptive knowledge of collocation and factors that affect learning 2013Corpus-based versus traditional learning of collocations 2015Classroom applicationsof corpus analysis 2009Learning and teaching with corpora: reflections by student teachers 2009The Effects of Vocabulary Learning on Collocation and Meaning

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