The study investigated L2 learners' acquisition of verb-noun and adjective-noun collocations following two kinds of instruction: input flood only and input flood plus input enhancement (in the form of underlining). L1 Polish learners of English as a foreign language were exposed to infrequent collocations embedded in stories that were read during three consecutive weeks. Their collocational competence was subsequently assessed in a battery of delayed tests tapping into productive and receptive levels of collocational mastery. Input flood plus input enhancement resulted in the acquisition of collocations but only at the level of form recall and form recognition. The findings are discussed with reference to the complexity of acquiring and measuring L2 collocational knowledge. The article concludes with implications for instructed second language acquisition.

Abstract

Badanie dotyczyło przyswajania kolokacji czasownikowo-rzeczownikowych i przymiotnikowo-rzeczownikowych przez uczących się drugiego języka na skutek dwóch różnych form nauczania: zwiększonego wkładu językowego i zwiększonego wkładu językowego wraz z graficznym uwydatnieniem (w formie podkreślenia). Przez okres trzech tygodni polscy uczniowie języka angielskiego jako języka obcego czytali krótkie opowiadania zawierające kolokacje o niskiej frekwencji. Następnie ich kompetencja leksykalna została oceniona za pomocą odroczonych testów sprawdzających produktywne i receptywne poziomy wiedzy. Zwiększony wkład językowy wraz z graficznym uwydatnieniem doprowadził do przyrostu wiedzy, ale tylko na poziomach przywołania i rozpoznania form kolokacji. Wyniki przedstawione są w odniesieniu do złożoności procesu przyswajania i mierzenia kolokacji w drugim języku. Artykuł kończy się omówieniem zastosowania wyników badań w nauczaniu języka angielskiego w warunkach formalnych.

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Volume26, Issue2

July 2016

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The role of input flood and input enhancement in EFL learners' acquisition of collocations

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