de la Viña, Inés, Chamorro, Gloria, Kim, Christina S. (2024) Incidental learning of collocations through reading an academic text. International Review of Applied Linguistics in Language Teaching, . ISSN 0019-042X. E-ISSN 1613-4141. (doi:10.1515/iral-2023-0307) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:101497)
The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication) | |
Official URL: https://doi.org/10.1515/iral-2023-0307 |
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., collocation congruency). Unlike similar studies, academic text was used, as this could be a useful source for vocabulary learning for university-level English as a Foreign Language (EFL) learners. 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, form recognition, and meaning recognition. Results showed that collocations can be learnt incidentally from reading. While reading mode did not influence learning, congruency and vocabulary size improved form recall, emphasising the importance of features specific to individual learners and collocations for vocabulary learning.
Item Type: | Article |
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DOI/Identification number: | 10.1515/iral-2023-0307 |
Uncontrolled keywords: | Collocations, incidental learning, academic reading, vocabulary knowledge, EFL |
Subjects: |
B Philosophy. Psychology. Religion > BF Psychology P Language and Literature > P Philology. Linguistics |
Divisions: | Divisions > Division of Arts and Humanities > School of Culture and Languages |
Funders: |
University of Kent (https://ror.org/00xkeyj56)
National University of Distance Education (https://ror.org/02msb5n36) |
Depositing User: | Christina Kim |
Date Deposited: | 06 Jun 2024 07:40 UTC |
Last Modified: | 14 Jul 2024 16:13 UTC |
Resource URI: | https://kar.kent.ac.uk/id/eprint/101497 (The current URI for this page, for reference purposes) |
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