Vocabulary Increase and Collocation Learning: A Corpus-Based Cross-Sectional Study of Chinese Learners of English

ISBN-13: 9789811058219 / Angielski / Twarda / 2017 / 206 str.

Haiyan Men

Opis

As such, the book provides a panoramic view regarding L2 collocation acquisition, not only in terms of learners' acquisition of different types of collocations, but in terms of the developmental patterns in L2 collocation learning.

Spis treści

Introduction.- The Notion of Collocation.- Collocation Studies in Second Language Learner English.- Research Design.- Chinese Learners’ Production of Verb + Noun Collocations.- Verb Increase and the Production of Verb + Noun Collocations.- Chinese Learners’ Performance on English Adjective + Noun and Noun + Noun Collocations.- Comparison and Interpretation of Learners’ Performance on the Three Types of Collocations.- The Role of L1 in Collocation Learning.- Summary and Conclusions.

O autorze

Haiyan Men received her PhD in applied linguistics from Birmingham City University, and is currently a lecturer at the School of English, Shanghai Sanda University. Dr. Men’s chief interests are in corpus linguistics and second language acquisition, particularly the examination of language in corpora.  She is currently researching synonym distinction through collocate information revealed in corpora.

Blurb

This book highlights research that expands on our knowledge of second- language collocation acquisition. It presents original findings based on the largest collocation database to date, encompassing over 8,000 collocations: verb + noun, adjective + noun, and noun + noun. These collocations, collected from a one-million-learner corpus, were not confined to English as a foreign language (EFL) learners at a particular proficiency level, but also included learners at three levels. As such, the book provides a panoramic view regarding L2 collocation acquisition, not only in terms of learners’ acquisition of different types of collocations, but in terms of the developmental patterns in L2 collocation learning. One major discovery is that there is a collocation lag as learners’ proficiency levels rise, which is associated with vocabulary increase, in particular semantic domains—a remarkable insight for second-language acquisition researchers, English teachers and EFL learners alike. The findings reported shed new light on how collocations are acquired by EFL learners, offering guidance on how they can best be taught. In closing, the book discusses pedagogical aspects that arise from considering how learners can be helped with collocation learning.