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
Collocation, as an important component of foreign language learners' competence, has attracted substantial attention from researchers on second language acquisition in the past 15 years. A wide range of empirical ...Collocation, as an important component of foreign language learners' competence, has attracted substantial attention from researchers on second language acquisition in the past 15 years. A wide range of empirical studies have been conducted, covering assessment of L2 learners' knowledge of collocations, investigation of the developmental patterns, analysis of L2 learners' collocational errors, examination of the correlation between collocations and general language skills and assessment of direct collocation instruction. The present paper reviews previous empirical studies on collocation in the field of SLA at home and abroad, and attempts to point out their limitations in order to give recommendations for further study.展开更多
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.
文摘Collocation, as an important component of foreign language learners' competence, has attracted substantial attention from researchers on second language acquisition in the past 15 years. A wide range of empirical studies have been conducted, covering assessment of L2 learners' knowledge of collocations, investigation of the developmental patterns, analysis of L2 learners' collocational errors, examination of the correlation between collocations and general language skills and assessment of direct collocation instruction. The present paper reviews previous empirical studies on collocation in the field of SLA at home and abroad, and attempts to point out their limitations in order to give recommendations for further study.
