Abstract
The study investigated L2 learners' acquisition of verb‐noun and adjective‐noun collocations following two kinds of instruction: input flood only and input flood plus input enhancement (in the form of underlining). L1 Polish learners of English as a foreign language were exposed to infrequent collocations embedded in stories that were read during three consecutive weeks. Their collocational competence was subsequently assessed in a battery of delayed tests tapping into productive and receptive levels of collocational mastery. Input flood plus input enhancement resulted in the acquisition of collocations but only at the level of form recall and form recognition. The findings are discussed with reference to the complexity of acquiring and measuring L2 collocational knowledge. The article concludes with implications for instructed second language acquisition.
Highlights
Collocations have been defined differently depending on the research interests of particular scholars
Our results indicate that combining input flood with input enhancement can promote L2 collocational knowledge
As stated by Peters et al (2009), incidental learning of vocabulary is a slow and errorprone process and the results of the present study suggest that L2 learners might need much more exposure than twelve encounters spread over three weeks to successfully acquire infrequent collocations
Summary
Collocations have been defined differently depending on the research interests of particular scholars. They are regarded as habitually co-occurring lexical partnerships with relative transparency of meaning that contribute to L2 fluency (Keshavarz and Salimi 2007; Laufer and Waldman 2011; Henriksen 2013). ‘make homework’), which result mainly from crosslinguistic phraseological differences (Nesselhauf 2003). In comparison to native speakers, learners use fewer collocations and, second, they tend to make collocational errors Such errors negatively influence the perception of L2 learners’ linguistic performance (Boers, Eyckmans, Kappel, Stengers, and Demecheleer 2006). There arises a question of how formal instruction can assist L2 phraseological development
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