Effect of Cognitive Semantic Analysis of Node Words on Collocation Learning--Construct of Collocation: Isolated or Integrated
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i6.2221
Abstract
The intrinsic feature of collocation, analyzable or integrated, has become controversial in recent years and resulted in diverse teaching approaches on collocations. This paper aimed to verify the constitutive property of collocations and proper teaching approach to second language learners. This design compared the effect of the cognitive semantic approach with that of form-focused instruction. The former taught collocations as predictable, while the other regarded them as integral units. Sixteen lexical collocations with cross-linguistic incongruence were selected and the node word in each collocation functioned with extended meaning rather than prototypical meaning. The results verified the analyzable inherence of collocation as well as the predominant effect of cognitive semantic approach.
Keywords
collocation, cognitive semantic approach, form-focused instruction, analyzable inherence
Funding
A Study on the Effect of the Integration of Multimodal Theory on the Metaphorical Awareness of Foreign Language Learners from the Perspective of Cognitive Linguistics” (No.: 0524xn068)
Full Text
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[2] Boers, F. Metaphor awareness and vocabulary retention. Applied Linguistics. Oxford: Oxford University Press; 2000: 21/4, 553–571.
[3] Boers, F., Lindstromberg, S. Optimizing a lexical approach to instructed second language acquisition. Springer; 2009.
[4] Boers, F., Strong, B. An evaluation of textbook exercises on collocations. In SLA research and materials development for language learning. Routledge; 2016: 155-168.
[5] Craik, F., Lockhart, R. S. Levels of processing: a framework for memory research. Journal of Verbal Learning & Verbal Behavior. 1972; 11(6): 671–684.
[6] Durrant, P Schmitt, N. Adult learners’ retention of collocations from exposure. Second Language Research. 2010; 26 (2): 163–188.
[7] Ellis, R. Introduction: Investigating form‐focused instruction. Language Learning. 2001; 51: 1–46.
[8] Ertürka Z. Ö. The effects of receptive and productive learning tasks on EFL learners’ knowledge of collocation and meaning. Eurasian Journal of Applied Linguistics. 2017; 3(2): 59–73.
[9] Farghal, M., Obiedat, H. Collocations: A neglected variable in EFL. IRAL-International Review of Applied Linguistics in Language Teaching. 1995; 33(4): 315–332.
[10] Kovecses, Z., Szabó, P. Idioms: A view from cognitive semantics. Applied Linguistics. 1996; 17(3): 326–355.
[11] Langacker, R. W. Cognitive grammar as basis for language instruction. In P. Robinson & N; 2008.
[12] Larsen-Freeman, D. On the appropriateness of language teaching methods in language and development. In Fourth International Conference on Language and Development, Hanoi. Retrieved October. 1999; (3): 2010.
[13] Lewis, M. Implementing the lexical approach. Boston, MA: Thomson/Heinle; 2002.
[14] Lewis, M. Teaching collocation: Further developments in the lexical approach. Hove: Language Teaching Publications; 2000.
[15] Liu D. Going Beyond Patterns: Involving Cognitive Analysis in the Learning of Collocations[J]. TESOL Quarterly. 2010; 44(1): 4–30.
[16] Long, M. Focus on form: A design feature in language teaching methodology. In Foreign language research in cross-cultural perspective. John Benjamins. 1991; 39.
[17] Mondria, J. A., Wiersma, B. Receptive, productive, and receptive + productive L2 vocabulary learning: What difference does it make. Vocabulary in a Second Language: Selection, Acquisition and Testing. 2004; 79–100.
[18] Nation, P. Learning vocabulary in lexical sets: Dangers and guidelines. TESOL Journal. 2000; 9(2): 6–10.
[19] Nation, P. Learning vocabulary in another language. Cambridge, England: Cambridge University Press; 2001.
[20] Nation, I. S. P., Webb, S. Researching and analyzing vocabulary. Boston: Heinle; 2011.
[21] Nesselhauf, N. The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics. 2003; 24: 223–242.
[22] Nguyen, T. M. H., Webb, S. Examining second language receptive knowledge of collocation and factors that affect learning. Language Teaching Research. 2017; 21(3): 298–320.
[23]Pellicer-Sánchez, A. Learning L2 collocations incidentally from reading. Language Teaching Research. 2017; 21(3): 381–402.
[24] Peters, E. The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations. Language Teaching Research. 2014; 18(1): 75–94.
[25] Steinel, M. P., Hulstijn, J. H., Steinel, W. Second language idiom learning in a paired-associate paradigm: Effects of direction of learning, direction of testing, idiom imageability, and idiom transparency. Studies in Second Language Acquisition. 2007; 29(3): 449–484.
[26] Tsai, M. H. The effects of explicit instruction on L2 learners’ acquisition of verb–noun collocations. Language Teaching Research. 2018; 1–25.
[27] Tsai, M. H. The effects of explicit instruction on L2 learners’ acquisition of verb–noun collocations. Language Teaching Research. 2020; 24(2): 138–162.
[28] Van der Veer, R. Some reflections concerning Gal’ perin’s theory. Human Development. 2000; 43(2): 99-102.
[29] Webb, S., Kagimoto, E. The effects of vocabulary learning on collocation and meaning. TESOL Quarterly. 2009; 43(1): 55–77.
[30] Webb, S., Newton, J., Chang, A. Incidental learning of collocation. Language Learning. 2013; 63(1): 91–120.
[31] White, B. J. A conceptual approach to the instruction of phrasal verbs. The Modern Language Journal. 2012; 96(3): 419–438.
[32]Wray, A. Formulaic sequences in second language teaching: Principle and practice. Applied Linguistics. 2000; 21(4): 463–489.
[33]Wray, A. Formulaic language and the lexicon. Cambridge: Cambridge University Press; 2002.
[34] Zhang, X. Effects of receptive-productive integration tasks and prior knowledge of component words on L2 collocation development. System. 2017; (66): 156–167.
[35] Yamashita, J., Jiang, N. L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly. 2010; 44(4): 647–668.
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