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

• Stuart Webb ^[1] ; Eve Kagimoto
  1. [1] Victoria University of Wellington

     Victoria University of Wellington

     Nueva Zelanda

     
• Localización: Applied linguistics, ISSN 0142-6001, Vol. 32, Nº 3, 2011, págs. 259-276
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • 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.