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How Does Mode of Input Affect the Incidental Learning of Collocations?

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Title: How Does Mode of Input Affect the Incidental Learning of Collocations?
Language: English
Authors: Webb, Stuart (ORCID 0000-0002-8297-4997), Chang, Anna C.-S (ORCID 0000-0003-4216-6394)
Source: Studies in Second Language Acquisition. Mar 2022 44(1):35-56.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learning Processes, Phrase Structure, Undergraduate Students, Comparative Analysis, Second Language Learning, Second Language Instruction, English (Second Language), Incidental Learning, Vocabulary Development, Teaching Methods, Language Tests, Listening Skills, Foreign Countries
Geographic Terms: Taiwan
DOI: 10.1017/S0272263120000297
ISSN: 0272-2631
Abstract: There has been little research investigating how mode of input affects incidental vocabulary learning, and no study examining how it affects the learning of multiword items. The aim of this study was to investigate incidental learning of L2 collocations in three different modes: reading, listening, and reading while listening. One hundred thirty-eight second-year college students learning EFL in Taiwan were randomly assigned to three experimental groups (reading, listening, reading while listening) and a no treatment control group. The experimental groups encountered 17 target collocations in the same graded reader. Learning was measured using two tests that involved matching the component words and recalling their meanings. The results indicated that the reading while listening condition was most effective while the reading and listening conditions contributed to similarly sized gains. The findings suggest that listening may play a more important role in learning collocations than single-word items.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1330282
Database: ERIC
FullText Text:
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  Data: How Does Mode of Input Affect the Incidental Learning of Collocations?
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  Data: <searchLink fieldCode="AR" term="%22Webb%2C+Stuart%22">Webb, Stuart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8297-4997">0000-0002-8297-4997</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chang%2C+Anna+C%2E-S%22">Chang, Anna C.-S</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4216-6394">0000-0003-4216-6394</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Acquisition%22"><i>Studies in Second Language Acquisition</i></searchLink>. Mar 2022 44(1):35-56.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 10.1017/S0272263120000297
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– Name: Abstract
  Label: Abstract
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  Data: There has been little research investigating how mode of input affects incidental vocabulary learning, and no study examining how it affects the learning of multiword items. The aim of this study was to investigate incidental learning of L2 collocations in three different modes: reading, listening, and reading while listening. One hundred thirty-eight second-year college students learning EFL in Taiwan were randomly assigned to three experimental groups (reading, listening, reading while listening) and a no treatment control group. The experimental groups encountered 17 target collocations in the same graded reader. Learning was measured using two tests that involved matching the component words and recalling their meanings. The results indicated that the reading while listening condition was most effective while the reading and listening conditions contributed to similarly sized gains. The findings suggest that listening may play a more important role in learning collocations than single-word items.
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1330282
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        Value: 10.1017/S0272263120000297
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        PageCount: 22
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      – SubjectFull: Learning Processes
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      – SubjectFull: Phrase Structure
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Teaching Methods
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