INCIDENTAL LEARNING OF COLLOCATIONS FROM MEANINGFUL INPUT

Duy Van Vu · Elke Peters

63 citations0/0 files storedStudies in Second Language Acquisition

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

Abstract

Abstract This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group read three graded readers containing 32 target collocations in three counterbalanced reading modes: reading-only, reading-while-listening, and reading with textual input enhancement (i.e., underlining). Learning gains were measured by a form recall pretest and delayed posttest. The results showed that reading mode had a significant effect on incidental collocation learning. Reading with textual input enhancement resulted in significantly higher learning gains than the other reading modes. Reading-while-listening was also more beneficial for collocation learning than reading-only. Learners’ prior vocabulary knowledge and congruency of collocations were significant predictors of the learning gains.

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References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1990The Role of Consciousness in Second Language Learning1 1974Toward a theory of automatic information processing in reading 2013Longman Dictionary of Language Teaching and Applied Linguistics 1995How Languages Are Learned 2002Formulaic Language and the Lexicon 2002Corpora in Applied Linguistics 2000The idiom principle and the open choice principle

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