L1 frequency in foreign language acquisition: Recurrent word combinations in French and Spanish EFL learner writing

Paquot, Magali

doi:10.1177/0267658315620265

Cited by 45 publications

(20 citation statements)

References 47 publications

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“…Simply put, L2 learners may rely on the distributional and statistical regularities in their L1 when first learning an L2, and this may influence the frequency of the words they produce. This finding mirrors that of a recent study by Paquot (2017) in which she reported parallel frequencies between discourse-oriented lexical bundles in L2 learners’ first and second languages leading her to conclude that L1 frequency has an impact on L2 frequency.…”

Section: Discussionsupporting

confidence: 87%

Absolute Frequency Effects in Second Language Lexical Acquisition

Crossley

Skalicky

Kyle³

et al. 2019

Stud Second Lang Acquis

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A number of longitudinal studies of L2 production have reported frequency effects wherein learners' produce more frequent words as a function of time. The current study investigated the spoken output of English L2 learners over a four-month period of time using both native and non-native English speaker frequency norms for both word types and word tokens. The study also controlled for individual differences such as first language distance, English proficiency, gender, and age. Results demonstrated that lower level L2 learners produced more infrequent tokens at the beginning of the study and that high intermediate learners, when compared to advanced learners, produced more infrequent tokens at the beginning of the study and more frequent tokens toward the end of the study. Main effects were also reported for proficiency level, age, and language distance. These results provide further evidence that L2 production may not follow expected frequency trends (i.e., that more infrequent tokens are produced as a function of time).

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Section: Discussionsupporting

confidence: 87%

Absolute Frequency Effects in Second Language Lexical Acquisition

Crossley

Skalicky

Kyle³

et al. 2019

Stud Second Lang Acquis

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show abstract

“…Knowledge of FS has been shown to benefit language processing in both native speakers and L2 learners (e.g., Siyanova-Chanturia & Martinez, 2015; Underwood, Schmitt, & Galpin, 2004). The use of FS has also been found to be a key predictor of L2 writing and speaking proficiency (Boers et al, 2014; Crossley, Salsbury, & McNamara, 2015; Paquot, 2017). As such, knowledge of FS is considered to play a crucial role in attaining nativelike L2 proficiency.…”

Section: Introductionmentioning

confidence: 99%

Learning Formulaic Sequences Through Viewing L2 Television and Factors That Affect Learning

Puimège

Peters

2019

Stud Second Lang Acquis

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The present study explores the incidental learning of formulaic sequences (FS) from audio-visual input and factors affecting the learning of FS. A pretest-posttest, within-participant design was adopted. English-as-a-foreign-language learners (L1 = Dutch; n = 42) watched a one-hour English-language documentary without subtitles. Learning gains were measured at the level of form recall and meaning recall. Significant learning gains were found in both the form recall and meaning recall tests, indicating that several knowledge aspects of FS can be learned incidentally from audio-visual input. The findings also revealed a positive relationship between learners’ prior vocabulary knowledge and the learning gains. Further, several item-related factors affected the learning gains (e.g., collocate-node relationship, frequency). Finally, the findings showed the incremental nature of learning FS, as preknowledge of the meaning of the FS prior to the TV viewing was the strongest predictor of learning the form of FS.

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“…Following the Zipfian principles referred to in Section 2, a combination of three wellestablished general EAP vocabulary lists was used to ensure appropriate coverage was given to words with the potential to improve the collocation repertoire of EAP users: the Academic Keyword List (Paquot 2010), the Academic Collocations List (Ackermann & Chen 2013) and a subset of the Academic Vocabulary List (Gardner & Davies 2014) identified by Durrant (2016) as being particularly relevant to novice writers. Since the three lists are based on different corpora and different extraction methods, combining them allows us to prioritize what they have in common.…”

Section: Lexicographic Datamentioning

confidence: 99%

“…We nevertheless acknowledge that EAP users of different first language backgrounds may experience diverse problems regarding the use of collocations. It is well-documented that the ways in which second language writers combine words can be negatively impacted by their first languages (Nesselhauf 2005; Laufer & Waldman 2011; Peters 2016; Paquot 2017). By the same token, as shown in Frankenberg-Garcia (2018), less experienced native English EAP users tend to employ general language words and collocations which may sound out of place in formal academic writing.…”

Section: The Collocaid Projectmentioning

confidence: 99%

Combining user needs, lexicographic data and digital writing environments

Frankenberg‐Garcia¹

2018

Lang. Teach.

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The past decades have seen dramatic improvements to dictionary content and format. Yet dictionaries – both paper-based and digital – remain disappointingly underused. As a result, it is widely acknowledged that more needs to be done to train people in dictionary-consultation skills. Another solution would be to build lexicographic resources that require little or no instruction. In this paper, I present the ColloCaid project, whose aim is to develop a lexicographic tool that combines user needs, lexicographic data and digital writing environments to bring dictionaries to writers instead of waiting for them to get the information they need from dictionaries. Our focus is on helping writers produce more idiomatic texts by integrating lexicographic data on collocations into text editors in a way that does not distract them from their writing. A distinguishing characteristic of ColloCaid is that it is not limited to providing feedback on miscollocations. It also aims to ‘feed forward’, raising awareness of collocations writers may not remember or know how to look up. While our initial prototype is being developed specifically for academic English, the implications of our research can be broadened to other languages and usages beyond academic.

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L1 frequency in foreign language acquisition: Recurrent word combinations in French and Spanish EFL learner writing

Cited by 45 publications

References 47 publications

Absolute Frequency Effects in Second Language Lexical Acquisition

Absolute Frequency Effects in Second Language Lexical Acquisition

Learning Formulaic Sequences Through Viewing L2 Television and Factors That Affect Learning

Combining user needs, lexicographic data and digital writing environments

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