THE EFFECT OF SERBIAN TRANSLATION EQUIVALENTS ON NOTICING AND SHORT-TERM RETENTION OF ENGLISH COLLOCATIONS
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Published:
Nov 20, 2020
Keywords:
verb noun, collocation, short-term retention, matching, translation equivalent, strategies, text, noticing
Main Article Content
Abstract
The aim of this paper was to examine whether providing the Serbian equivalent of English verb+noun collocations prior to reading the text has any advantages over other two attention-drawing techniques: matching the elements of target collocations prior to reading the text, and simply instructing students to look for all collocations in the text. The study also examined if providing the Serbian equivalent of English verb-noun collocations prior to reading the text produced more significant learning gains on the immediate test compared with the other two techniques. The research in which 32 participants took part and which examined 7 verb+noun collocations showed that the translation equivalent does not have a more significant influence on noticing collocations or short-term retention compared with the other two techniques.
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How to Cite
Bikicki, N. B. (2020). THE EFFECT OF SERBIAN TRANSLATION EQUIVALENTS ON NOTICING AND SHORT-TERM RETENTION OF ENGLISH COLLOCATIONS. Methodical Perspectives, 11(11), 91–109. https://doi.org/10.19090/mv.2020.11.91-109
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Section
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
References
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Macis, M. & N. Schmitt (2017). The figurative and polysemous nature of collocations and their place in ELT. ELT Journal 71 (1): 50–59.
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Schmidt, R. (1993). Awareness and Second Language Acquisition. Annual Review of Applied Linguistics 13: 206–226.
Wray, A. (2000). Formulaic Sequences in Foreign Language Teaching. Applied Linguistics 21 (4): 463–489.
Chan, T. & H. Liou (2005). Effects of Web-based Concordancing Instruction on EFL Students’ Learning of Verb – Noun Collocations. Computer Assisted Language Learning 18 (3): 231–250.
Dorkchandra, D. (2015). The Effects of Instruction of Noticing Collocation on Thai EFL Learners. Journal of Advances in English Language Teaching 1 (3): 1–11.
Durrant, Ph. & N. Schmitt (2010). Adult learners’ retention of collocations from exposure. Second Language Research 26 (2): 163–188.
Ellis, N. (2003). Constructions, Chunking, and Connectionism : The Emergence of Second Language Structure, in The Handbook of Second Language Acquisition, eds. C. J. Doughty & M. H. Long (Malden: Blackwell Publishing): 63–103.
Garner, R. (1990). When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings. Review of Educational Research 60 (4): 517–529.
Henriksen, R. (2013). Research on l2 learners’ collocational competence and development – a progress report, in L2 Vocabulary Acquisition, Knowledge and Use New Perspectives on Assessment and Corpus Analysis, eds. C. Bardel, C. Lindqvist, B. Laufer (Amsterdam: European Second Language Association): 29–56.
Yamashita, J. & N. Jiang, (2010). L1 Influence on the Acquisition of L2 Collocations: Japanese ESL Users and EFL Learners Acquiring English Collocations. TESOL Quarterly 44 (4): 647–668.
Laufer, B. & N. Girsai (2008). Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation. Applied Linguistics 29 (4): 694–716.
Laufer, B. (2011). The Contribution of Dictionary Use to the Production and Retention of Collocations, in A Second Language. International Journal of Lexicography 24 (1): 29–49.
Laufer, B. & T. Waldman (2011). Verb-Noun Collocations in Second Language Writing: A Corpus Analysis of Learners’ English. Language Learning 61 (2): 647–672.
Liou, H. & T. Chan (2005). Effects of Web-based Concordancing Instruction on EFL Students’ Learning of Verb – Noun Collocations. Computer Assisted Language Learning 18 (3): 231–250.
Liu, D. (2010). Going Beyond Patterns: Involving Cognitive Analysis in the Learning of Collocations. TESOL Quarterly 44 (1): 4–30.
Longman Dictionary of Contemporary English Online. Pristupljeno 28. 11. 2018. URL:
Hulstijn, J. & B. Laufer (2001). Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Learning. Language Learning 51 (3): 539–558.
Hulstijn, J. (2003). Incidental and Intentional Learning, in The Handbook of Second Language Acquisition, eds. C. J. Doughty & M. H. Long (Malden: Blackwell Publishing): 349–381.
Macis, M. & N. Schmitt (2017). The figurative and polysemous nature of collocations and their place in ELT. ELT Journal 71 (1): 50–59.
McCarthy, M. (1990). Vocabulary. Oxford: OUP.
Makinina, O. (2017). Factors Impacting Recognition of False Collocations by Speakers of English as L1 and L2. TESL Canada Journal 34 (3): 165–191.
Martynska, M. (2004). Do English language learners know collocations? Investigationes Linguisticae 11: 1–12.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: CUP.
Nesselhauf, N. (2003). The Use of Collocations by Advanced Learners and Some Implications for Teaching. Applied Linguistics 24 (2): 223–242.
Online Oxford Collocation Dictionary. Pristupljeno 28. 11. 2018. URL:
Peters, E. (2012). Learning German formulaic sequences: the effect of two attention-drawing techniques. The Language Learning Journal 40 (1): 65–79.
Prćić, T. (1997). Semantika i pragmatika reči. Sremski Karlovci, Novi Sad: Izdavačka knjižarnica Zorana Stojanovića.
Schmidt, R. (1993). Awareness and Second Language Acquisition. Annual Review of Applied Linguistics 13: 206–226.
Wray, A. (2000). Formulaic Sequences in Foreign Language Teaching. Applied Linguistics 21 (4): 463–489.