TY  - BOOK
AU  - Men,Haiyan
TI  - Vocabulary increase and collocation learning: a corpus-based cross-sectional study of Chinese learners of English 
SN  - 978-981-10-5821-9
PY  - 2018///
CY  - Singapore
PB  - Springer
KW  - English language
KW  - Study and teaching
KW  - Chinese speakers
KW  - sears
KW  - Language and education
KW  - Second language acquisition
N1  - Foreword; Acknowledgements; Contents; Abbreviations; Corpora; Dictionaries; Other Abbreviations; 1 Introduction; 1.1 General Background; 1.2 Aims of the Study; 1.3 The Shape of the Study; References; 2 The Notion of Collocation; 2.1 The Importance of Collocation; 2.1.1 The Pervasiveness of Phraseological Tendency; 2.1.2 The Importance of Collocation for L2 Learners; 2.1.2.1 Phraseological Knowledge Is Important for Native-like Production; 2.1.2.2 Phraseological Knowledge Is Beneficial for Efficient Comprehension; 2.1.3 Summary; 2.2 The Notion of Collocation. 2.2.1 Collocation Previously Approached2.2.1.1 The Psychological Approach; 2.2.1.2 The Firthian Approach; Text-Oriented Studies on Collocation; Frequency-Based Studies on Collocation; 2.2.1.3 The Phraseological Approach; Semantic Transparency/Opacity; Specialised Senses of One Element; Commutability/Substitutability; 2.2.2 Collocation Defined in This Study; 2.2.3 Collocations Classified in This Study; 2.2.4 Summary; References; 3 Collocation Studies in Second-Language Learner English; 3.1 Methodologies Adopted in L2 Collocation Studies; 3.1.1 Elicitation Data-Based Collocation Studies. 3.1.2 Spontaneous Data-Based Collocation Studies3.2 Previous Findings from L2 Collocation Research; 3.2.1 Forms of Collocation Deficiency: Overuse, Underuse and Misuse; 3.2.1.1 Overuse and Underuse; 3.2.1.2 Collocation Misuse; 3.2.2 The Role of Learners' L1; 3.2.2.1 L1 Influence in Terms of L1-Induced Inappropriate Collocation Uses; 3.2.2.2 The Role of L1 in Terms of L1 and L2 Collocation (Non)Congruence; 3.2.3 Collocation Lag; 3.3 Summary; References; 4 Research Design; 4.1 Research Purpose and Questions; 4.2 The Selection of Verb + Noun, Adjective + Noun and Noun + Noun Collocations. 4.3 The Learner Corpus-CLEC4.4 Collocation Dictionaries for Reference; 4.5 The Reference Corpus-BNC; 4.6 Software for Retrieval and Analysis; 4.7 Procedure; 4.7.1 Tagging and Reliability Check; 4.7.1.1 POS Tagging; 4.7.1.2 Reliability Check; 4.7.2 Investigation of Verb + Noun Collocations; 4.7.2.1 Extracting Well-Formed and Erroneous Collocations; 4.7.2.2 Creating Databases for All the Collocations Produced by the Three Levels of Learners; 4.7.2.3 Classifying the Lexical Verbs in VN Collocations into Synonym Sets; 4.7.3 Investigation of Adjective + Noun and Noun + Noun Collocations. 4.8 SummaryReferences; 5 Chinese Learners' Production of Verb + Noun Collocations; 5.1 Overall Analyses (1): General Patterns of VN Collocations Produced by L2 Learners; 5.1.1 Overall Tokens of Collocations; 5.1.2 Overall Types of Collocations and Collocation Frequency Distribution; 5.1.3 Collocation Misuses; 5.1.4 Synopsis of Overall Analyses (1); 5.2 Overall Analyses (2): Between-Group Comparisons of Delexical and Lexical VN Collocations; 5.2.1 Between-Group Comparisons of Well-Formed DeLexVN and LexVN Collocations; 5.2.2 Between-Group Comparisons of Erroneous DeLexVN and LexVN Collocations
N2  - This book highlights research that expands on our knowledge of second- language collocation acquisition. It presents original findings based on the largest collocation database to date, encompassing over 8,000 collocations: verb + noun, adjective + noun, and noun + noun. These collocations, collected from a one-million-learner corpus, were not confined to English as a foreign language (EFL) learners at a particular proficiency level, but also included learners at three levels. As such, the book provides a panoramic view regarding L2 collocation acquisition, not only in terms of learners' acquisition of different types of collocations, but in terms of the developmental patterns in L2 collocation learning. One major discovery is that there is a collocation lag as learners' proficiency levels rise, which is associated with vocabulary increase, in particular semantic domains--a remarkable insight for second-language acquisition researchers, English teachers and EFL learners alike. The findings reported shed new light on how collocations are acquired by EFL learners, offering guidance on how they can best be taught. In closing, the book discusses pedagogical aspects that arise from considering how learners can be helped with collocation learning
UR  - https://drive.google.com/file/d/1fHLleRew4bp_KfjqW_nFESo96DeCBPaH/view?usp=sharing
ER  -