Startseite Incidental learning of collocations through reading an academic text
Artikel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

Incidental learning of collocations through reading an academic text

  • Inés de la Viña ORCID logo EMAIL logo , Christina S. Kim ORCID logo und Gloria Chamorro ORCID logo
Veröffentlicht/Copyright: 15. Juli 2024

Abstract

This study investigated the incidental learning of collocations in two reading modes (reading-only (RO), reading-while-listening (RWL)), taking into account additional learner- and collocation-related predictors of learning (e.g., congruency). An academic text was used, as this could be a useful source for vocabulary learning for university-level English as a Foreign Language (EFL) learners. Sixty-eight advanced Spanish EFL learners read a text containing 14 target collocations, in the RO or the RWL condition. Learning gains were measured in terms of form recall and form recognition. Results showed that collocations can be learnt incidentally from reading. While reading mode did not influence learning, congruency and prior vocabulary knowledge improved form recall, emphasising the importance of features specific to individual learners and collocations for vocabulary learning.


Corresponding author: Inés de la Viña, Departamento de Filologías Extranjeras y sus Lingüísticas, Facultad de Filología, Universidad Nacional de Educación a Distancia (UNED), Paseo Senda del Rey 7, despacho 004, 28040 Madrid, Spain, E-mail:

Funding source: University of Kent

Award Identifier / Grant number: Vice Chancellor research scholarship

  1. Research ethics: Informed consent was obtained from all individuals included in this study.

  2. Author contributions: The authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: The authors state no conflict of interest.

  4. Research funding: This study was supported by the graduate Vice Chancellor research funding from at the University of Kent (http://dx.doi.org/10.13039/501100001316). The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

  5. Data availability: The raw data can be obtained on request from the corresponding author.

References

Altenberg, Bengt & Sylviane Granger. 2001. The grammatical and lexical patterning of MAKE in native and non-native student writing. Applied Linguistics 22(2). 173–195. https://doi.org/10.1093/applin/22.2.173Suche in Google Scholar

Baayen, Rolf Harald, Doug J. Davidson & Douglas Bates. 2008. Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language 59(4). 390–412. https://doi.org/10.1016/j.jml.2007.12.005Suche in Google Scholar

Barr, Dale J., Roger Levy, Christoph Scheepers & Harry J. Tily. 2013. Random effects structure for confirmatory hypothesis testing: Keep it maximal. Journal of Memory and Language 68(3). 255–268. https://doi.org/10.1016/j.jml.2012.11.001Suche in Google Scholar

Bates, Douglas, Martin Mächler, Ben Bolker & Steve Walker. 2015. Fitting linear mixed-effects models using lme4. Journal of Statistical Software 67(1). 1–48.10.18637/jss.v067.i01Suche in Google Scholar

Boers, Frank & Stuart Webb. 2015. Gauging the semantic transparency of idioms: Do natives and learners see eye to eye? In Roberto R. Heredia & Anna B. Cieślicka (eds.), Bilingual figurative language processing, 368–392. Cambridge: Cambridge University Press.10.1017/CBO9781139342100.018Suche in Google Scholar

Boers, Frank & Stuart Webb. 2018. Teaching and learning collocation in adult second and foreign language learning. Language Teaching 51(1). 77–89. https://doi.org/10.1017/s0261444817000301Suche in Google Scholar

British Council, StudyPortals. 2021. The changing landscape of English-taught programmes. https://studyportals.com/wp-content/uploads/2021/12/British-Council_Studyportals_The-changing-landscape-of-English-taught-programmes-in-2021.pdfSuche in Google Scholar

Brown, Dale. 2011. What aspects of vocabulary knowledge do textbooks give attention to? Language Teaching Research 15(1). 83–97. https://doi.org/10.1177/1362168810383345Suche in Google Scholar

Chen, Xi, Gloria Ramirez, Yang C. Luo, Esther Geva & Yu-min Ku. 2012. Comparing vocabulary development in Spanish-and Chinese-speaking ELLs: The effects of metalinguistic and sociocultural factors. Reading and Writing 25(8). 1991–2020. https://doi.org/10.1007/s11145-011-9318-7Suche in Google Scholar

Cobb, Tom. n.d. Web VP Classic v.8 [Computer Program]. Available at: http://www.lextutor.ca/.Suche in Google Scholar

Conklin, Kathy, Sara Alotaibi, Ana Pellicer-Sánchez & L. Laura Vilkaite-Lozdiene. 2020. What eye-tracking tells us about reading-only and reading-while-listening in a first and second language. Second Language Research 36. 257–276. https://doi.org/10.1177/0267658320921496Suche in Google Scholar

Cowie, Anthony P. (ed.). 1998. Phraseology: Theory, analysis, and applications. Oxford: Oxford University Press.10.1093/oso/9780198294252.001.0001Suche in Google Scholar

Coxhead, Averil. 2000. A new academic word list. Tesol Quarterly 34(2). 213–238. https://doi.org/10.2307/3587951Suche in Google Scholar

Coxhead, Averil. 2020. Academic vocabulary. In Stuart Webb (ed.), The Routledge handbook of vocabulary studies, 97–110. London: Routledge.10.4324/9780429291586-7Suche in Google Scholar

Dang, Thi Ngoc Yen, Cailing Lu & Stuart Webb. 2021. Incidental learning of single words and collocations through viewing an academic lecture. Studies in Second Language Acquisition 44(3). 708–736. https://doi.org/10.1017/s0272263121000474Suche in Google Scholar

Dang, Thi Ngoc Yen, Cailing Lu & Stuart Webb. 2022. Incidental learning of collocations in an academic lecture through different input modes. Language Learning 72(3). 728–764. https://doi.org/10.1111/lang.12499Suche in Google Scholar

Davies, Mark. 2008. Corpus of contemporary American English (COCA). Retrieved from: http://www.english-corpora.org/coca/.Suche in Google Scholar

Domínguez-Figaredo, Daniel, Inés Gil-Jaurena & Javier Morentin-Encina. 2022. The impact of rapid adoption of online assessment on students’ performance and perceptions: Evidence from a distance learning university. Electronic Journal of e-Learning 20(3). 224–241. https://doi.org/10.34190/ejel.20.3.2399Suche in Google Scholar

Gablasova, Dana, Vaclav Brezina & Anthony McEnery. 2017. Collocations in corpus-based language learning research: Identifying, comparing, and interpreting the evidence. Language Learning 67(S1). 155–179. https://doi.org/10.1111/lang.12225Suche in Google Scholar

Gaebel, Michael, Thérèse Zhang, Henriette Stoeber & Alison Morrisroe. 2021. Digitally enhanced learning and teaching in European higher education institutions. Brussels: European University Association (EUA).Suche in Google Scholar

González-Fernández, Beatriz & Norbert Schmitt. 2015. How much collocation knowledge do L2 learners have? ITL – International Journal of Applied Linguistics 166(1). 94–126. https://doi.org/10.1075/itl.166.1.03ferSuche in Google Scholar

Grabe, William. 2009. Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press.10.1017/CBO9781139150484Suche in Google Scholar

Henriksen, Birgit & Pete Westbrook. 2017. Responding to research challenges related to studying L2 collocational use in professional academic discourse. Vocabulary Learning and Instruction 6(1). 32–47.10.7820/vli.v06.1.HenriksenSuche in Google Scholar

Hulstijn, Jan Hendrik. 2003. Incidental and intentional learning. In Catherine J. Doughty & Michael H. Long (eds.), Handbook of second language acquisition, 349–381. Malden, MA: Blackwell.10.1002/9780470756492.ch12Suche in Google Scholar

Leiner, Dominik J. 2019. SoSci survey (version 3.1.0) (computer software). Available at https://www.soscisurvey.deSuche in Google Scholar

Lin, Phoebe. 2012. Sound evidence: The missing piece of the Jigsaw in formulaic language research. Applied Linguistics 33(3). 342–347. https://doi.org/10.1093/applin/ams017Suche in Google Scholar

Lüdecke, Daniel, Mattan Ben-Shachar, Indrajeet Patil, Philip Waggoner & Dominique Makowski. 2021. Performance: An R package for assessment, comparison and testing of statistical models. Journal of Open Source Software 6(60). 3139. https://doi.org/10.21105/joss.03139Suche in Google Scholar

Macis, Marijana & Norbert Schmitt. 2017. Not just ‘Small Potatoes’: Knowledge of the idiomatic meanings of collocations. Language Teaching Research 21(3). 321–340. https://doi.org/10.1177/1362168816645957Suche in Google Scholar

Malone, Jonathan. 2018. Incidental vocabulary learning in SLA: Effects of frequency, aural enhancement, and working memory. Studies in Second Language Acquisition 40(3). 651–675. https://doi.org/10.1017/s0272263117000341.Suche in Google Scholar

Marian, Viorica, Henrike K. Blumenfeld & Margarita Kaushanskaya. 2007. Language experience and proficiency questionnaire. Journal of Speech Language and Hearing Research 50(4). 940–967. https://doi.org/10.1044/1092-4388(2007/067)Suche in Google Scholar

Martinez, Ron & Victoria A. Murphy. 2011. Effect of frequency and idiomaticity in second language reading comprehension. Tesol Quarterly 45(2). 267–290. https://doi.org/10.5054/tq.2011.247708Suche in Google Scholar

McEnery, Anthony, Richard Xiao & Yukio Tono. 2006. Corpus-based language studies. An advanced resource book. London/New York: Routledge.Suche in Google Scholar

Meunier, Fanny. 2012. Formulaic language and language teaching. Annual Review of Applied Linguistics 32. 111–129. https://doi.org/10.1017/s0267190512000128Suche in Google Scholar

Milton, James. 2013. Measuring the contribution of vocabulary knowledge to proficiency in the four skills. In Camilla Bardel, Christina Lindqvist & Batia Laufer (eds.), L2 vocabulary acquisition, knowledge and use: New perspectives on assessment and corpus analysis. EUROSLA monograph series 2, 57–78. Colchester, UK: EUROSLA. https://www.eurosla.org/monographs/EM02/EM02home.php.Suche in Google Scholar

Nation, I. S. Paul. 2012. Learning vocabulary in another language. Cambridge: Cambridge University Press.10.1017/CBO9781139858656Suche in Google Scholar

Nguyen, Thi My Hang & Stuart Webb. 2017. Examining second language receptive knowledge of collocation and factors that affect learning. Language Teaching Research 21(3). 298–320. https://doi.org/10.1177/1362168816639619Suche in Google Scholar

Nesselhauf, Nadja. 2003. The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics 24(2). 223–242. https://doi.org/10.1093/applin/24.2.223Suche in Google Scholar

Northbrook, Julian & Kathy Conklin. 2019. Is what you put in what you get out? textbook-derived lexical bundle processing in beginner English learners. Applied Linguistics 40(5). 816–833. https://doi.org/10.1093/applin/amy027Suche in Google Scholar

Pellicer-Sánchez, Ana. 2017. Learning L2 collocations incidentally from reading. Language Teaching Research 21(3). 381–402. https://doi.org/10.1177/1362168815618428Suche in Google Scholar

Peters, Elke. 2016. The learning burden of collocations: The role of interlexical and intralexical factors. Language Teaching Research 20(1). 113–138. https://doi.org/10.1177/1362168814568131Suche in Google Scholar

Puimège, Eva & Elke Peters. 2020. Learning formulaic sequences through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition 42(3). 525–549. https://doi.org/10.1017/s027226311900055xSuche in Google Scholar

R Core Team. 2020. R: A language and environment for statistical computing (Version 4.0.1). In R foundation for statistical computing. Vienna: Austria.Suche in Google Scholar

Richards, Jack C & Richard Schmidt. 2002. Longman dictionary of language teaching and applied linguistics, 1st ed. London: Routledge. https://doi.org/10.4324/9781315833835.Suche in Google Scholar

Schmitt, Norbert & Diane Schmitt. 2020. Vocabulary in language teaching, 2nd edn. Cambridge: Cambridge University Press.10.1017/9781108569057Suche in Google Scholar

Schmitt, Norbert, Diane Schmitt & Caroline Clapham. 2001. Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing 18(1). 55–88. https://doi.org/10.1177/026553220101800103Suche in Google Scholar

Serrano, Raquel. 2023. Extensive reading and science vocabulary learning in L2: ComparingReading-only and reading-while-listening. Education Sciences 13(5). 493.10.3390/educsci13050493Suche in Google Scholar

Serrano, Raquel & Ana Pellicer-Sánchez. 2022. Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements. Applied Linguistics 13. 49–70. https://doi.org/10.1515/applirev-2018-0102.Suche in Google Scholar

Sinclair, John. 2004. Trust the text: Lexis, corpus, discourse. London: Routledge..10.4324/9780203594070Suche in Google Scholar

Sonbul, Suhad & Norbert Schmitt. 2013. Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning 63(1). 121–159. https://doi.org/10.1111/j.1467-9922.2012.00730.xSuche in Google Scholar

Sweller, John, Jeroen J. G. Van Merrienboer & Fred G. Paas. 1998. Cognitive architecture and instructional design. Educational Psychology Review 10(3). 251–296. https://doi.org/10.1023/a:102219372820510.1023/A:1022193728205Suche in Google Scholar

Szudarski, Pawel. 2012. Effects of meaning-and form-focused instruction on the acquisition of verb-noun collocations in L2 English. Journal of Second Language Teaching & Research 1(2). 3–37.Suche in Google Scholar

Szudarski, Pawel. 2023. Collocations, corpora and language learning (elements in corpus linguistics). Cambridge: Cambridge University Press..10.1017/9781108992602Suche in Google Scholar

Szudarski, Pawel & Ronald Carter. 2016. The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics 26(2). 245–265. https://doi.org/10.1111/ijal.12092Suche in Google Scholar

Toomer, Mark & Irina Elgort. 2019. The development of implicit and explicit knowledge of collocations: A conceptual replication and extension of Sonbul and Schmitt (2013). Language Learning 69(2). 405–439.10.1111/lang.12335Suche in Google Scholar

Tuzcu, Ayşen. 2023. The effects of input mode in learning declarative and nondeclarative knowledge of L2 collocations. System 113. 103006. https://doi.org/10.1016/j.system.2023.103006Suche in Google Scholar

Vandergrift, Larry & Christine C. M. Goh. 2012. Teaching and learning second language listening: Metacognition in action. New York: Routledge.Suche in Google Scholar

VanPatten, Bill. 1996. Input Processing and grammar instruction: Theory and research. Norwood, NJ: Ablex.Suche in Google Scholar

Vidal, Karina. 2011. A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning 61(1). 219–258. https://doi.org/10.1111/j.1467-9922.2010.00593.xSuche in Google Scholar

Vilkaitė, Laura. 2017. Incidental acquisition of collocations in L2: Effects of adjacency and prior vocabulary knowledge. ITL - International Journal of Applied Linguistics 168(2). 248–277. https://doi.org/10.1075/itl.17005.vilSuche in Google Scholar

Vu, Duy Van & Elke Peters. 2023. A longitudinal study on the effect of mode of reading on incidental collocation learning and predictors of learning gains. Tesol Quarterly 57(1). 5–32. https://doi.org/10.1002/tesq.3111Suche in Google Scholar

Vu, Duy Van, Ann-Sophie Noreillie & Elke Peters. 2023. Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains. Language Teaching Research. https://doi.org/10.1177/13621688221151048.Suche in Google Scholar

Vu, Duy Van & Elke Peters. 2022a. Incidental learning of collocations from meaningful input: A longitudinal study into three reading modes and factors that affect learning. Studies in Second Language Acquisition 44(3). 685–707. https://doi.org/10.1017/s0272263121000462Suche in Google Scholar

Vu, Duy Van & Elke Peters. 2022b. Learning L2 vocabulary from reading-only, reading-while-listening, and reading with textual input enhancement: Insights from Vietnamese EFL learners. RELC Journal 53(1). 85–100. https://doi.org/10.1177/0033688220911485Suche in Google Scholar

Vu, Duy Van & Marije Michel. 2021. An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks. Dutch Journal of Applied Linguistics 10. 1–15. https://doi.org/10.51751/dujal9345Suche in Google Scholar

Wang, Yuchen. (2023). ‘It is the easiest thing to do’: university students’ perspectives on the role of lecture recording in promoting inclusive education in the UK. Teaching in Higher Education, 1–18. https://doi.org/10.1080/13562517.2022.2162814Suche in Google Scholar

Webb, Stuart & Anna Chang. 2022. How does mode of input affect the incidental learning of collocations? Studies in Second Language Acquisition 44(1). 35–56. https://doi.org/10.1017/s0272263120000297Suche in Google Scholar

Webb, Stuart, Jonathan Newton & Anna Chang. 2013. Incidental learning of collocation. Language Learning 63. 91–120. https://doi.org/10.1111/j.1467-9922.2012.00729.xSuche in Google Scholar

Wickham, Hadley, Romain François, Lionel Henry, Kirill Müller & Davis Vaughan. 2023. dplyr: A grammar of data manipulation. R package version 1.1.4. Available at: https://github.com/tidyverse/dplyr, https://dplyr.tidyverse.orgSuche in Google Scholar

Wolter, Brent & Henrik Gyllstad. 2011. Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge. Applied Linguistics 32(4). 430–449. https://doi.org/10.1093/applin/amr011Suche in Google Scholar

Yamashita, Junko. 2018. Possibility of semantic involvement in the L1-L2 congruency effect in the processing of L2 collocations. Journal of Second Language Studies 1(1). 60–78. https://doi.org/10.1075/jsls.17024.yamSuche in Google Scholar

Yamashita, Junko & Nan Jiang. 2010. L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. Tesol Quarterly 44(4). 647–668. https://doi.org/10.5054/tq.2010.235998Suche in Google Scholar


Supplementary Material

This article contains supplementary material (https://doi.org/10.1515/iral-2023-0307).


Received: 2023-12-01
Accepted: 2024-06-07
Published Online: 2024-07-15

© 2024 Walter de Gruyter GmbH, Berlin/Boston

Heruntergeladen am 9.10.2025 von https://www.degruyterbrill.com/document/doi/10.1515/iral-2023-0307/html
Button zum nach oben scrollen