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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Drawing on Politeness Theory and the Community of Practice model, we examine the uses and functions of the expletive fuck in interaction between workers in a New Zealand soap factory work team. The factory team was extensively recorded in their daily interactions to obtain a corpus of 35 h of authentic workplace talk from which a small number of paradigmatic interactions are selected for discussion in this paper. Particular attention is given to the way in which the expletive fuck is used in two face threatening speech acts, direct complaints and refusals, and its contrasting function in the speech act of whingeing. The analysis focuses on the complex socio-pragmatic functions of fuck and its role as an indicator of membership in a specific community of practice.

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This study investigated the ways in which two groups of four adult learners of English as a second language (ESL) responded to unfamiliar words they encountered in four communication tasks and the effect that different levels of engagement with these words (including negotiation of form and meaning) had on subsequent recall of word meaning. Of the four tasks, two were information gap tasks and two were opinion gap tasks. The results showed a strong task type effect on both the amount and type of negotiation, with more negotiation of the form of words (including spelling and pronunciation) in the information gap tasks and, conversely, more negotiation of meaning in the opinion gap tasks. Through the negotiation process, the learners in the study provided accurate information to each other on word meaning. However, only a small proportion of the total number of unfamiliar words in the tasks were actually negotiated for meaning. The prediction that negotiated words would be more likely to be learnt was confirmed, although the learners also showed improved recall of many words that had not been negotiated. Averaged across learners and tasks, the post-test gains approximated to four instances of word learning per 30 minutes of task work, a gain measured three days after the words were met in the tasks. Seen as a proportion of unfamiliar words in the pre-test these are gains of around one in every three unfamiliar words met in the tasks. The finding that much of the improved recall of word meaning was for words that had not been negotiated indicates that the role of negotiation in learning through communication tasks needs to be viewed from a wider perspective.