Learning Collocations: Do the Number of Collocates, Position of the Node Word, and Synonymy Affect Learning?  

Oleh:

Webb, Stuart ; Kagimoto, Eve

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 32 no. 3 (Jul. 2011), page 259-276.
Fulltext: vol. 32 issue 3 July 2011. p. 259-276.pdf (175.75KB)

Isi artikel

This study investigated the effects of three factors (the number of collocates per node word, the position of the node word, synonymy) on learning collocations. Japanese students studying English as a foreign language learned five sets of 12 target collocations. Each collocation was presented in a single glossed sentence. The number of collocates (6, 3, 1) varied per node word between three of the sets, the position of the node word (+1, 1) varied between two of the sets, and the semantic relationship between collocations (synonyms, non-synonyms) varied between two sets. Productive knowledge of collocation was measured in pre- and post-tests. The results showed that more collocations were learned as the number of collocates per node word increased, the position of the node word did not affect learning, and synonymy had a negative effect on learning. The implications for teaching and learning collocations are discussed in detail.

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