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      Adult learners' retention of collocations from exposure

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      Author
      Durrant, P.
      Schmitt, N.
      Date
      2010
      Source Title
      Second Language Research
      Print ISSN
      0267-6583
      Publisher
      Sage Publications Ltd.
      Volume
      26
      Issue
      2
      Pages
      163 - 188
      Language
      English
      Type
      Article
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      Abstract
      Formulaic language is widely recognized to be of central importance to fluent and idiomatic language use. However, the mechanics of how formulaic language is acquired are not well understood. Some researchers (e.g. Nick Ellis) believe that the chunking inherent in formulaic language drives the language learning process. Others (e.g. Wray) claim that adult second language learners take an essentially non-formulaic approach to language learning, analysing their input into individual words and not retaining information about what words appear together. If the second model is right, it represents a crucial difference between child first and adult second language learning. This 'non-formulaic' model is tested here through a lab-based study of collocation learning. Our findings indicate that, contrary to the model, adult second language learners do retain information about what words appear together in their input. This suggests that any shortfall in non-natives' knowledge of collocational associations between words is due to inadequate input, rather than a non-nativelike approach to learning. The study also examines the effects of different forms of repetition on collocation acquisition and draws conclusions regarding pedagogical activities for learning.
      Keywords
      Chunking
      Collocation learning
      Formulaic language
      Second language acquisition
      Usage-based models
      Permalink
      http://hdl.handle.net/11693/22295
      Published Version (Please cite this version)
      http://dx.doi.org/10.1177/0267658309349431
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      • Graduate School of Education 101
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