Learning L2 collocations incidentally from reading
Learning L2 collocations incidentally from reading
复制标题
从阅读中顺便学习二语搭配
DOI：
10.1177/1362168815618428
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发表时间：
2017
影响因子：
4.2
通讯作者：
A. Pellicer‐Sánchez
中科院分区：
文献类型：
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作者：
A. Pellicer‐Sánchez
前人的研究表明，通过显性教学的有意学习对于二语搭配的习得是有效的(例如，Peters，2014,2015)，但对附带学习法在二语搭配习得中的有效性知之甚少。本研究考察了当学习者在阅读过程中遇到形容词-假词搭配时，搭配知识的附带习得。41名二语学习者在课堂上阅读了一篇包含六个目标搭配的故事。阅读一周后，他们被问及他们对目标项目的形式、意义和搭配的了解(在回忆和再认水平上)。参与者被随机分配到两个实验组中的一个，即4次重复组和8次重复组。结果表明，搭配知识可以从阅读中附带习得；它的习得速度与其他词汇成分，如单个单词的形式和意义相似；本研究中的频率操纵似乎对所考察的任何方面的习得没有显著影响。
Previous studies have shown that intentional learning through explicit instruction is effective for the acquisition of collocations in a second language (L2) (e.g. Peters, 2014, 2015), but relatively little is known about the effectiveness of incidental approaches for the acquisition of L2 collocations. The present study examined the incidental acquisition of collocational knowledge when learners encounter adjective–pseudoword collocations while reading. Forty-one L2 learners read a story containing six target collocations in a classroom setting. One week after the reading they were interviewed about their knowledge of the form, meaning and collocation of the target items (at recall and recognition levels). Participants were randomly assigned to one of two experimental groups, i.e. the 4-repetition group and the 8-repetition group. Results showed that collocational knowledge can be learnt incidentally from reading; that it is learnt at a similar rate to other lexical components such as form and meaning of individual words; and that the frequency manipulation in this study did not seem to have a significant effect on the acquisition of any of the aspects examined.