Matsuno, K. (2017). Processing collocations: Do native speakers and second language learners simultaneously access prefabricated patterns and each single word? Journal of the European Second Language Association, 1(1), 61-72, DOI: https://doi.org/10.22599/jesla.17 RESEARCHProcessing collocations: Do native speakers and second language learners simultaneously access prefabricated patterns and each single word? Kazuko MatsunoThe purpose of this study was to examine whether native English speakers and Japanese ESL (English as a Second Language) learners concurrently access prefabricated patterns as well as each word in these patterns when collocation meanings are retrieved. Previous studies have tended to focus on either holistic or analytic solo processing; however, there is the further possibility that single-word knowledge is simultaneously activated when prefabricated patterns are accessed. With this possibility, this study examined the possible parallel processing of collocations. Two experiments were conducted with 30 native English speakers and 30 advanced Japanese ESL learners. It was found that (1) the native speakers (NSs) generally processed collocations in parallel, but some collocations were solely processed; and (2) ESL learners generally used sole processing and tended to use fewer prefabricated patterns than the NSs. From these findings, it was suggested that the ESL learners processed collocations differently from NSs even after the knowledge of collocations had been acquired. This provides some evidence that dealing with simultaneous processes is challenging for ESL learners.

In the English as a foreign language (EFL) environment, EFL teachers often find it difficult for their students to output what they have learned in class after their English classes. The authors of this study work in one of the national universities in Japan and also found it difficult for our students to provide opportunities to use English outside their English classes. Thanks to the local city hall and the local travel agent, the authors of this study managed to conduct a new summer intensive program which included a field trip to the local port. At the local port, our students tried to implement what they had learned on campus and communicate in English with overseas passengers on the cruise ship. The aim of this study is to examine: (1) EFL learners' perception towards the field trip to the local port in this intensive program, (2) whether the intensive program was effective for learners or not, and (3) if there were any issues in conducting the intensive course, how these could be improved. In order to collect the data, a small-scale questionnaire was used for the students who participated in this program and the total of 15 responses were analyzed. The results of this study showed that the field trip was attractive for some participants but not for other participants. Furthermore, the results suggest that although this summer intensive program contributed to encouraging learners' motivation to learn English to some extent, it still needs to be improved for future learners of English.

The number of foreign tourists has increased in Japan recently and the authors of this study organized a summer intensive program which included a field trip to the local port where big cruise ships come in. At the local port, the students in this program were given an opportunity to communicate with overseas passengers on the cruise ship in English. In Japan, our students often find it difficult to use English after they finish their lessons on campus and therefore the authors of this study believe that the field trip in this program would be beneficial to our students. The aim of this study is to explore the perception of the overseas tourists towards English as a foreign language (EFL) learners in Japan. A small-scale questionnaire was used for the data analysis and a total of 15 responses were analyzed. The results of this study showed that overall, overseas passengers enjoyed participating in our intensive program and they reported that even though Japanese students tended to be shy to speak, they found the Japanese students' command of English to be good. Based on the results of this study, introducing speaking activities in class before we take our students to the field trip is recommended in order to make this field trip more effective in the future.