Thai Learners’ Acquisition of L2 Collocations
An Interlanguage Perspective
Bibliographic Data
| ID | 21184904 |
|---|---|
| Authors | Kietnawin Sridhanyarat (Silpakorn University, corresponding author) |
| Year | 2018 |
| Volume | 18 |
| Issue | 1 |
| Pages | 1-21 |
| Publication date | 2018-02-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | GEMA Online Journal of Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1675-8021 • E-ISSN: 2550-2131 |
| Publisher | Penerbit Universiti Kebangsaan Malaysia (UKM Press) (PUBLISHER) |
| DOI | 10.17576/gema-2018-1801-01 |
| OpenAlex | W2788065254 |
| Language | EN |
| Citations received | 3 |
| References cited | 20 |
The emergence of second language (L2) collocation studies has grabbed the attention of a number of scholars. However, few empirical studies from an interlanguage perspective have addressed the issue of how learners acquire L2 collocations. The current study investigated what grammatical and lexical collocations posed difficulty to Thai EFL learners and whether learners of different proficiency levels exhibited the same order of acquisition. The study also attempted to explore whether task differences significantly affected the learners’ acquisition process. The participants were organized into a high proficiency group (N = 45) and a low proficiency group ( N = 45). Receptive and productive tasks were devised to gauge the learners’ collocation knowledge. In the receptive task, the learners were encouraged to identify errors. In the productive task, they were asked to write a correct collocate required for a certain context. The results illustrated that almost all target collocations were difficult for both advanced and basic groups. Only verb-preposition collocations did not pose any considerable difficulty to the advanced participants. In terms of acquisition order, there were palpable differences between the two groups. It was also discovered that the different tasks administered exerted a profound effect on the learners’ order of collocation acquisition. The key findings are discussed in light of first language (L1) transfer, transfer of prior knowledge of a particular congruent collocation, familiarity with receptive tasks, and effects of both receptive and productive tasks. The findings suggest that teachers can teach students a group of words rather than individual words by utilizing meaningful materials oriented toward specific difficult collocations or receptive-productive integration tasks. Teachers can also encourage their students to practice using frequency-based collocations and dictionaries in English classes
Cognitive psychology · Interlanguage · Linguistics · Second-language acquisition · Computer Science · EFL/ESL Teaching and Learning · Lexicography and Language Studies · Psychology · Second Language Acquisition and Learning · Artificial Intelligence
Classroom second language development
Teaching and learning vocabulary
Collocations in a Learner Corpus
Formulaic Language and the Lexicon
Approximative Systems of Foreign Language Learners
What is coefficient alpha? An examination of theory and applications.
Formulaic sequences in second language teaching
On the Variability of Interlanguage Systems
The Development of Passive and Active Vocabulary in a Second Language
The Use of Collocations by Advanced Learners of English and Some Implications for Teaching
Systematicity of L1 Thai Learners' English Interlanguage of Dependent Prepositions
Native and Target Language Influence on the Students’ Interlanguage Production
Discourse Functions of Formulaic Sequences in Academic Speech across Two Disciplines
The Contribution of Dictionary Use to the Production and Retention of Collocations in a Second Language
Effects of receptive-productive integration tasks and prior knowledge of component words on L2 collocation development
An exploratory study of collocational use by ESL students – A task based approach
Processing of Idioms by L2 Learners of English
L1 Influence on the Acquisition of L2 Collocations
Idiosyncratic Dialects and Error Analysis
Incidental Learning of Collocation
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2021 - 2022 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |