Differential Effects of Attention in Second Language Acquisition of Verb-noun Collocations PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Differential Effects of Attention in Second Language Acquisition of Verb-noun Collocations PDF full book. Access full book title Differential Effects of Attention in Second Language Acquisition of Verb-noun Collocations by Ye Fan. Download full books in PDF and EPUB format.
Author: Ye Fan
Publisher:
ISBN:
Category : Attention
Languages : en
Pages : 590
Get Book Here
Book Description
Author: Ye Fan
Publisher:
ISBN:
Category : Attention
Languages : en
Pages : 590
Get Book Here
Book Description
Author: Rick de Graaff
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 262
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 580
Get Book Here
Book Description
Author: Hatice Okyar
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
Get Book Here
Book Description
This study compared the effectiveness of negative evidence and enriched input on learning the verb-noun collocations. There were 52 English as Foreign Language (EFL) learners in this research study and they were randomly assigned to the negative evidence or enriched input groups. While the negative evidence group (n = 27) was provided with instruction about what was not acceptable for verb-noun collocation structure, the enriched input group (n = 25) was exposed to the target verb-noun collocations many times without any instruction or feedback. In order to determine the effects of the implementation, pre- and post- form recognition tests and pre-and post-production tests were administered to the participants. Wilcoxon signed rank test for paired samples and Mann Whitney U tests were conducted since the data did not meet normality assumptions. The Wilcoxon test results indicated that the negative evidence group achieved significant improvement in both their recognition and production test results. As for the enriched input group, the students presented a considerable improvement in terms of the production test; however, their performance was not very significant on the recognition test results. To compare both groups, Mann Whitney U test was run and it was evident that both the negative evidence and enriched input groups had positive effects on the production of verb-noun collocations. On the other hand, the form recognition test results revealed that the negative evidence group outperformed the enriched input group.
Author: Ying Wang
Publisher: John Benjamins Publishing Company
ISBN: 9027266719
Category : Foreign Language Study
Languages : en
Pages : 249
Get Book Here
Book Description
This book examines delexical verb + noun collocations such as make a decision, give rise to and take care of in Swedish and Chinese learner English. Using a methodological framework that combines learner corpus research with a contrastive perspective, the study is one of the very few in the field to incorporate corpora of the learner’s L1 to investigate the effects of L1 influence. The book provides a highly detailed and multi-faceted analysis of delexical verb + noun collocations in terms of frequency of occurrence, lexical preferences and morphosyntactic patterns. Quantitative and qualitative results on overuse, underuse and errors are presented with linguistically and pedagogically relevant interpretations that include cultural and discourse aspects. More importantly, the book throws light on how L2 learners may alternate between the open-choice principle and the idiom principle as well as the extent and nature of L1 influence on their collocational use.
Author: Jozef Colpaert
Publisher: Castledown Publishers
ISBN: 1914291018
Category : Education
Languages : en
Pages : 334
Get Book Here
Book Description
The contributions in this volume focus on a human-centered perspective, namely the definition of smartness in terms of three qualities or dimensions: personalization (adaptation to the learner and the teacher), contextualization (adaptation to the sociocultural, educational, and geotemporal context of the learner) and socialization (the extent to which CALL stimulates interaction and relatedness between the learner, co-learner, teacher, and other stakeholders). Contributing authors are established scholars coming from different continents, using different technologies, and representing different points of view.
Author: Augustin Holl
Publisher: Springer Nature
ISBN: 2494069890
Category : Education
Languages : en
Pages : 3270
Get Book Here
Book Description
This is an open access book. ICHESS started in 2018, the last four sessions of ICHESS have all been successfully published. ICHESS is to bring together innovative academics and industrial experts in the field of Humanities Education and Social Sciences to a common forum. And we achieved the primary goal which is to promote research and developmental activities in Humanities Education and Social Sciences, and another goal is to promote scientific information interchange between researchers, developers, engineers, students, and practitioners working all around the world. 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022) was held on October 14-16, 2022 in Chongqing, China. ICHESS 2022 is to bring together innovative academics and industrial experts in the field of Humanities Education and Social Sciences to a common forum. The primary goal of the conference is to promote research and developmental activities in Humanities Education and Social Sciences and another goal is to promote scientific information interchange between researchers, developers, engineers, students, and practitioners working all around the world. The conference will be held every year to make it an ideal platform for people to share views and experiences in Humanities Education and Social Sciences and related areas.
Author: Nadja Nesselhauf
Publisher: John Benjamins Publishing
ISBN: 9027294739
Category : Language Arts & Disciplines
Languages : en
Pages : 346
Get Book Here
Book Description
Collocations are both pervasive in language and difficult for language learners, even at an advanced level. In this book, these difficulties are for the first time comprehensively investigated. On the basis of a learner corpus, idiosyncratic collocation use by learners is uncovered, the building material of learner collocations examined, and the factors that contribute to the difficulty of certain groups of collocations identified. An extensive discussion of the implications of the results for the foreign language classroom is also presented, and the contentious issue of the relation of corpus linguistic research and language teaching is thus extended to learner corpus analysis.
Author: Hayo Reinders
Publisher: Cambridge Scholars Publishing
ISBN: 1443818348
Category : Foreign Language Study
Languages : en
Pages : 250
Get Book Here
Book Description
Recent years have seen a growing interest in the role of tasks in second language acquisition and a substantial body of research now exists to show their potential contribution to language learning and teaching. However, not much is known about the effects of different task types, nor about their accompanying instructions. Which tasks are more successful under what circumstances? What type of instructions should be included? This book attempts to answer the questions above by first examining previous studies on the use of tasks, the roles of input, output and interaction, and by placing these in a broader cognitive framework. It argues that in order to understand the effects of different task types, it is important not only to look at learning outcomes (acquisition), but also at the effects on immediate task performance (intake), and by doing so, to arrive at a more complete picture of the learning process. The book presents the results of a study on the effects of 1) implicit and explicit inductive instructions and 2) three task types on both intake and acquisition of two English grammatical structures. The study used various measures to determine intake as well as the development of both implicit and explicit knowledge. The results of the study support the claims made for the benefits of Focus-on-Form, but do not support the claims made for the benefits of more explicit types of instruction. Further, the results show that there is no direct relationship between intake and acquisition and that different task types can have a differential effect on immediate task performance on the one hand and learning on the other. The book discusses these findings in the light of previous research and considers their implications both at the theoretical level and for language teaching practice.
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 542
Get Book Here
Book Description
