The relationship between receptive knowledge of collocations and learning stages
Published by : University of Burundi, Faculty of Arts and Social Sciences, department of english language and literature (Bujumbura) Physical details: VI-53 f. 30 cm. Year: 2013
| Item type | Current location | Call number | Copy number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
Memoire
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Bibliothèque Centrale | 372.880.20 MUN. R (Browse shelf) | 1 | Not For Loan | 5010000424725 |
The present study investigates :
(i) The extent to which L2 learners' receptive knowledge of collocations can distinguish between learning stages ; and
(ii) The extent to which L2 learners' receptive collocational knowledge varies following word frequency levels.
A multiple choice collocation test was administered to Arts Section students selected from a secondary school in Bujumbura mayorship. The results of the study suggest that receptive collocational competence develops alongside learning stages. This empirically supports Gyllstad (2007) and especially Nizonkiza (forthcoming) which the present study replicates. The latter indeed reported similar findings. Furthermore, receptive knowledge of collocations grows according to word frequency levels with the exception of the 2000-word level. This stresses to some extent the role played by frequency in word knowledge at the vocabulary size level (Nation, 1983, 1990 ; Nation & Geglar, 2007), which it extends to receptive knowledge of collocations. The teaching implication from these findings is laying basic groundwork for developing a collocation based syllabus aimed at improving the teaching a second/foreign language in general and vocablary in particular.
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