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An exploration of second language collocation knowledge and development. / Andrew William Barfield

Swansea University Author: Andrew William Barfield

Abstract

Despite the wealth of LI collocation studies and the explosive growth in corpus linguistics in the last 20 years, relatively little research has been conducted into L2 collocation knowledge and development. Most L2 studies have involved isolated single interventions that have taken as their main res...

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Published: 2006
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
URI: https://cronfa.swan.ac.uk/Record/cronfa42561
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first_indexed 2018-08-02T18:55:00Z
last_indexed 2018-08-03T10:10:28Z
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spelling 2018-08-02T16:24:29.6654041 v2 42561 2018-08-02 An exploration of second language collocation knowledge and development. 80001401c4f509cc97bcc48a6b173516 NULL Andrew William Barfield Andrew William Barfield true true 2018-08-02 Despite the wealth of LI collocation studies and the explosive growth in corpus linguistics in the last 20 years, relatively little research has been conducted into L2 collocation knowledge and development. Most L2 studies have involved isolated single interventions that have taken as their main research focus collocation errors or collocation types. The assumption is that (advanced) L2 learners should strive for native-like collocation ability and that their lack of collocation accuracy should be judged by a far- removed NS standard. Extremely little experimental work has been completed on the development of L2 collocation knowledge at lower levels of proficiency. Even less has been carried out into how learners themselves address developing their L2 collocation knowledge and what psycholinguistic and contextual factors might be involved. This research sets out to investigate how we can experimentally measure L2 collocation recognition knowledge and production knowledge. It also seeks to examine factors in learning that help or hinder the development of L2 collocation knowledge. From exploring L2 collocation knowledge from these three viewpoints, an experimentally grounded model of L2 collocation knowledge is proposed. This model has several implications for how we might understand the development and organization of the L2 lexicon in relation to L2 collocation knowledge. E-Thesis Linguistics.;Language arts. 31 12 2006 2006-12-31 COLLEGE NANME Department of Applied Linguistics COLLEGE CODE Swansea University Doctoral Ph.D 2018-08-02T16:24:29.6654041 2018-08-02T16:24:29.6654041 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Andrew William Barfield NULL 1 0042561-02082018162504.pdf 10805310.pdf 2018-08-02T16:25:04.1900000 Output 12051005 application/pdf E-Thesis true 2018-08-02T16:25:04.1900000 false
title An exploration of second language collocation knowledge and development.
spellingShingle An exploration of second language collocation knowledge and development.
Andrew William Barfield
title_short An exploration of second language collocation knowledge and development.
title_full An exploration of second language collocation knowledge and development.
title_fullStr An exploration of second language collocation knowledge and development.
title_full_unstemmed An exploration of second language collocation knowledge and development.
title_sort An exploration of second language collocation knowledge and development.
author_id_str_mv 80001401c4f509cc97bcc48a6b173516
author_id_fullname_str_mv 80001401c4f509cc97bcc48a6b173516_***_Andrew William Barfield
author Andrew William Barfield
author2 Andrew William Barfield
format E-Thesis
publishDate 2006
institution Swansea University
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
document_store_str 1
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description Despite the wealth of LI collocation studies and the explosive growth in corpus linguistics in the last 20 years, relatively little research has been conducted into L2 collocation knowledge and development. Most L2 studies have involved isolated single interventions that have taken as their main research focus collocation errors or collocation types. The assumption is that (advanced) L2 learners should strive for native-like collocation ability and that their lack of collocation accuracy should be judged by a far- removed NS standard. Extremely little experimental work has been completed on the development of L2 collocation knowledge at lower levels of proficiency. Even less has been carried out into how learners themselves address developing their L2 collocation knowledge and what psycholinguistic and contextual factors might be involved. This research sets out to investigate how we can experimentally measure L2 collocation recognition knowledge and production knowledge. It also seeks to examine factors in learning that help or hinder the development of L2 collocation knowledge. From exploring L2 collocation knowledge from these three viewpoints, an experimentally grounded model of L2 collocation knowledge is proposed. This model has several implications for how we might understand the development and organization of the L2 lexicon in relation to L2 collocation knowledge.
published_date 2006-12-31T03:53:12Z
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score 11.014358

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