In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms...In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms and collocations） and find evidence for holistic processing of the target linguistic sequences. This paper reviews and comments on lexical bundles and related concepts, trying to make clear this well focused research area in second language acquisition （SLA）. Literature is reviewed and criticized on frequency effect in L2 learning, formulaic sequences, and implicit/explicit knowledge/learning, including their theoretical basis, methodology, and conclusion. In this paper, the author argues that sufficient practice, either receptive or productive, can turn explicit knowledge implicit, making it automatically accessed and retrieved. Suggestions on further study in lexical bundles are given.展开更多
Though collocations have drawn much attention in the field of language acquisition, difficulties with them have not been investigated in much detail. This paper reports on a corpus-based exploratory study that analyze...Though collocations have drawn much attention in the field of language acquisition, difficulties with them have not been investigated in much detail. This paper reports on a corpus-based exploratory study that analyzes the mistakes learners made when they produced English collocations. The current study shows that not only beginners but also advanced learners have difficulties in choosing the right collocates and the difficulties that learners of different levels have are more or less the same. The L1 influence on the production of L2 collocations exists at every stage of learning though it varies with the learners' L2 competence.展开更多
The role of written corrective feedback（CF） in the process of acquiring a second language（L2） has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on ...The role of written corrective feedback（CF） in the process of acquiring a second language（L2） has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback（DCF）—with an innovative type of error correction, feedback provided within context—situated feedback（SF）. The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed： a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition（SLA） theory and language pedagogy and implications for future research efforts are put forward.展开更多
文摘In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms and collocations） and find evidence for holistic processing of the target linguistic sequences. This paper reviews and comments on lexical bundles and related concepts, trying to make clear this well focused research area in second language acquisition （SLA）. Literature is reviewed and criticized on frequency effect in L2 learning, formulaic sequences, and implicit/explicit knowledge/learning, including their theoretical basis, methodology, and conclusion. In this paper, the author argues that sufficient practice, either receptive or productive, can turn explicit knowledge implicit, making it automatically accessed and retrieved. Suggestions on further study in lexical bundles are given.
文摘Though collocations have drawn much attention in the field of language acquisition, difficulties with them have not been investigated in much detail. This paper reports on a corpus-based exploratory study that analyzes the mistakes learners made when they produced English collocations. The current study shows that not only beginners but also advanced learners have difficulties in choosing the right collocates and the difficulties that learners of different levels have are more or less the same. The L1 influence on the production of L2 collocations exists at every stage of learning though it varies with the learners' L2 competence.
基金supported by a grant from the China National Social Science Foundation(14CYY018)
文摘The role of written corrective feedback（CF） in the process of acquiring a second language（L2） has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback（DCF）—with an innovative type of error correction, feedback provided within context—situated feedback（SF）. The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed： a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition（SLA） theory and language pedagogy and implications for future research efforts are put forward.
