The impacts of input frequency and input enhancement on the learning of L2 collocations
Bibliographic Data
| ID | 21282207 |
|---|---|
| Authors | Abdulaziz Altamimi (0000-0003-0663-4242, Imam Mohammad ibn Saud Islamic University, corresponding author) |
| Year | 2026 |
| Volume | 264 |
| Pages | 106385 |
| Publication date | 2026-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2026.106385 |
| PMID | 41679146 |
| OpenAlex | W7128636931 |
| Language | EN |
| References cited | 45 |
Although the acquisition of collocations has been widely examined, the extent to which attention-drawing techniques influence the acquisition of L2 collocations remains unclear. This study investigated the effects of two attention-drawing techniques-input frequency and input enhancement-on the acquisition of L2 collocations. Seventy-four L2 learners of English read passages under two conditions: a) reading-only (R), in which target collocations appeared either once or three times, and b) reading with input enhancement (IE), identical to reading-only but with collocations made salient with bold font. The study employed a 2 × 2 factorial design manipulating enhancement (enhanced vs. unenhanced) and frequency (one vs. three exposures). Immediate post-test results showed an effect of input enhancement: IE yielded significantly more learning gains than R in form recall, with no differences between the two conditions in form recognition. There was an effect of input frequency, with three exposures resulting in greater gains than one exposure in both form recall and recognition tests. Further analysis indicates that input enhancement can achieve the same outcomes as input frequency, but with fewer exposures. These results have important implications for teaching L2 collocations
Factorial experiment · Language acquisition · Reading (process) · Recall · Salient · Second language · Reading and Literacy Development · Second Language Acquisition and Learning · Visual and Cognitive Learning Processes
Learning Vocabulary in Another Language
Incidental L2 Vocabulary Acquisition From and While Reading
Incidental vocabulary learning in a natural reading context
L2 Learner Production and Processing of Collocation
Balancing Type I error and power in linear mixed models
How Large a Vocabulary is Needed For Reading and Listening?
To what extent do native and non-native writers make use of collocations?
Learning L2 collocations incidentally from reading
Levels of processing
Fitting Linear Mixed-Effects Models Using lme4
Categorical data analysis
Form-focused Instruction in Second Language Vocabulary Learning
The Use of Collocations by Advanced Learners of English and Some Implications for Teaching
The grammatical and lexical patterning of Make in native and non-native student writing
Incidental Learning of Collocations From Meaningful Input
A Different Perspective on the Limitations of Size and Levels Tests of Written Receptive Vocabulary Knowledge
A vocabulary-size test of controlled productive ability
The Contribution of Dictionary Use to the Production and Retention of Collocations in a Second Language
The role of input flood and input enhancement in EFL learners' acquisition of collocations
Adult learners’ retention of collocations from exposure
The Effects of Vocabulary Learning on Collocation and Meaning
A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains
Learning Words from Context
Incidental Learning of Word Meanings While Reading
Learning Word Meanings from Context during Normal Reading
The Effect of Congruency and Frequency of Exposures on the Learning of L2 Binomials
Frequency Effects in Language Processing
The Development of Implicit and Explicit Knowledge of Collocations
Incidental Learning of Collocation
Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition
Investigation of Native Speaker and Second Language Learner Intuition of Collocation Frequency
Explicit and Implicit Lexical Knowledge
The Effect of Pre-reading Instruction on Vocabulary Learning
Testing Vocabulary Knowledge
| Highly cited | No |
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