Collocation Learning through an ‘AWARE’ Approach: Learner Perspectives and Learning Process

Yang, Ying; O’Neill, Marnie

doi:10.1057/9780230245327_14

Cited by 23 publications

(30 citation statements)

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“…Barfield 2009, Boers and Lindstromberg 2008, Boers and Lindstromberg 2009, Boers et al 2006, Boers et al 2012, Coxhead 2008, Jiang 2009, Sonbul and Schmitt 2013, Wray and Fitzpatrick 2008, Ying and O'Neill 2009). This extends to collocations pertaining to the AWL.…”

Section: Discussionmentioning

confidence: 99%

“…As opposed to the studies described so far, they try to involve the students in reflecting on their learning processes as part of awarenessraising, and are thus interested in learners' collocation-learning strategies. These studies include Barfield (2009), Peters (2009), and Ying and O'Neill (2009. Barfield (2009) and Ying and O'Neill (2009) examined the collocation practices of the students who participated in their studies, which aimed to understand the processes in which students engage while learning collocations and the strategies they use.…”

Section: Approaches To Teaching Collocationsmentioning

confidence: 99%

“…Barfield (2009) and Ying and O'Neill (2009) examined the collocation practices of the students who participated in their studies, which aimed to understand the processes in which students engage while learning collocations and the strategies they use. Barfield (2009) and Ying and O'Neill (2009) refer to their strategy as a "process-oriented approach".…”

Section: Approaches To Teaching Collocationsmentioning

confidence: 99%

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Improving academic literacy by teaching collocations

Nizonkiza

2017

SPIL

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This study explores the effect of teaching collocations on building academic vocabulary and hence improving academic writing abilities. A pre-/post-test experimental design was used to analyse collocations produced in two tasks completed by the study's participants, English majors at a university in Burundi. They were presented with a completion task and an essaywriting task before and after being exposed to a collocation-based syllabus. The results show that participants performed significantly better on the post-test than on the pre-test in their production of collocations in both tasks. This suggests that an intervention contributes towards building students' productive use of collocations in both cued recall and essay writing, supporting earlier findings (cf. Barfield 2009, Seesink 2007. In light of these findings, pedagogical consequences and avenues for improving higher education students' use of collocations in writing are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Approaches To Teaching Collocationsmentioning

confidence: 99%

Section: Approaches To Teaching Collocationsmentioning

confidence: 99%

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Improving academic literacy by teaching collocations

Nizonkiza

2017

SPIL

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“…Boers and Lindstromberg (2009) and Boers et al (2006), amongst others) have empirically demonstrated the relevance of teaching a foreign language with explicit focus on collocations. Some of these studies have suggested approaches to adopt, of which the recent pedagogical experiments 4 (Barfield 2009, Jiang 2009, Ying and O'Neill 2009, the studies exploring and testing Lewis' (1993) Lexical Approach (Boers et al 2006;Boers, Lindstromberg, Littlemore, Stengers and Eyckmans 2008), as well as the works reported in Wray (2002), are a few examples. The major finding is that raising learners' awareness constitutes the best way forward for teaching collocations.…”

Section: Measurability Of Collocationsmentioning

confidence: 99%

Measuring Receptive Collocational Competence Across Proficiency Levels

Nizonkiza

2015

STELL

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The present study investigates (i) English as Foreign Language (EFL) learners' receptive collocational knowledge growth in relation to their linguistic proficiency level; (ii) how much receptive collocational knowledge is acquired as linguistic proficiency develops; and (iii) the extent to which receptive knowledge of collocations of EFL learners varies across word frequency bands. A proficiency measure and a collocation test were administered to English majors at the University of Burundi. The results of the study suggest that receptive collocational competence develops alongside EFL learners' linguistic proficiency, which lends empirical support to Gyllstad (2007Gyllstad ( , 2009 and Nizonkiza (2011), among others, who reported similar findings. Furthermore, EFL learners' collocational knowledge growth seems to be quantifiable, where both linguistic proficiency level and word frequency occupy crucial roles. While more collocational gains that EFL learners could potentially add as a result of change in proficiency are found at lower levels of proficiency, collocations of words from more frequent word bands seem to be mastered first, and more gains are found at more frequent word bands. These results confirm earlier findings on the non-linear nature of vocabulary growth (cf. Meara 1996) and the fundamental role played by frequency in word knowledge for vocabulary in general (Nation 1983(Nation , 1990Nation and Beglar 2007), which are extended here to include collocational knowledge.Keywords: receptive knowledge of collocations, English as Foreign Language, linguistic proficiency, word frequency IntroductionCollocations are lexical combinations preferred by native speakers of a language -in this case English -e.g. say a prayer, draw a conclusion, make a mistake, do justice, and lose count rather than *tell a prayer, *pull a conclusion, *do a mistake, *make justice and *drop count 1 , respectively. Collocations have increasingly attracted research attention over the past few years (Barfield and Gyllstad 2009). Scholars such as Pawley and Syder (1983) and Wray (2002), among 1 These examples were taken from Gyllstad (2007: 1-2 others, have convincingly demonstrated that collocations are important in second language (L2) and foreign language (FL) contexts as they help users to achieve fluency and thus sound nativelike. Pawley and Syder (1983: 192), for instance, state that " [t]he stock of lexicalized sentence stems known to the ordinary mature speaker of English amounts to hundreds of thousands". For them, these lexicalised and semi-lexicalised sentences, which are retrieved as wholes, facilitate fluency. This view is supported by empirical evidence from scholars who have attempted to examine the relationship between collocations and L2/FL proficiency, among other things. Boers, Eyckmans, Kappel, Stengers and Demecheleer (2006), for instance, have established a relationship between collocational competence and oral proficiency among EFL learners. Many other studies have also revealed that collocations can ...

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“…keywords: False collocation, second language acquisition (SLA), English as a second lan guage (ESL) Although in the past few decades, the focus of second language acquisition (SLA) research on the lexical proficiency in English as L2 has shifted from individual words as basic lexical units to formulaic word sequences-in par ticular, collocations and factors that influence their acquisition as explored in the studies by Gitsaki (1999), Nesselhauf (2005), Nguyen and Webb (2016), PellicerSánchez (2015), Wolter and Gyllstad (2013), and Ying and O'Neill (2009)-there is still no clear understanding of what factors contribute to or impede collocation acquisition and consequently might predict the condi tions of success in collocation learning and teaching. In part, this is due to the ambiguous nature and the absence of a universally agreed-upon definition or typology of collocations.…”

Section: Une Incertitude Généralisée Plane Quant à La Raison Pour Laqmentioning

confidence: 99%

Factors Impacting Recognition of False Collocations by Speakers of English as L1 and L2

Makinina¹

2018

TESL Canada

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Collocation Learning through an ‘AWARE’ Approach: Learner Perspectives and Learning Process

Cited by 23 publications

References 0 publications

Improving academic literacy by teaching collocations

Improving academic literacy by teaching collocations

Measuring Receptive Collocational Competence Across Proficiency Levels

Factors Impacting Recognition of False Collocations by Speakers of English as L1 and L2

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