Shan Liu; Zhinan Ma

An Empirical Study on Concordance-based English Collocation Teaching

Full Text (PDF, 145KB), PP.46-52

Views: 0 Downloads: 0

Author(s)

Shan Liu ^1,* Zhinan Ma ²

1. College of Foreign Languages , Wuhan Textile University, Wuhan, China

2. School of Electronics Information, Wuhan University, Wuhan, China

* Corresponding author.

DOI: https://doi.org/10.5815/ijeme.2011.04.08

Received: 15 Jul. 2011 / Revised: 18 Aug. 2011 / Accepted: 21 Sep. 2011 / Published: 29 Oct. 2011

Index Terms

Corpus, concordance, collocation, teaching approach

Abstract

The wide use of computer has led to the reform in modern English teaching approach. Computer concordance, a new multicontext presentation mode, provides a new way for collocation teaching. This study explores if there is any difference between on-line concordancer teaching approach, concordance-based explicit teaching approach and traditional deductive approach on college students' collocation use and retention. The findings provide empirical support for concordance-based explicit teaching approach's superiority to other approaches in promoting the immediate use and long-term retention of target collocations, which is measured by immediate and delayed test. Teachers are well-advised to pick up the typical concordance lines deliberately, annotate difficult words when necessary before handing out worksheets to learners.

Cite This Paper

Shan Liu,Zhinan Ma,"An Empirical Study on Concordance-based English Collocation Teaching", IJEME, vol.1, no.4, pp.46-52, 2011. DOI: 10.5815/ijeme.2011.04.08

Reference

[1]Allan, Q. 'Enhancing the language awareness of Hong Kong teachers through corpus data'. Journal of Technology and Teacher Education, 1999 , pp.57-74.

[2]A.P,He.Corpus Linguistics and English Teaching.Beijing：Foreign Language Teaching and Research Press,2004. (in Chinese)

[3]Charles F. Meyer. English Corpus Linguistics: An Introduction John Benjamins Publishing Company,2002.

[4]Coady, J. L2 vocabulary acquisition through extensive reading. [A] In J. Coady & T. Huckin. (eds.), Second language vocabulary acquisition: A rationale for pedagogy. Cambridge: Cambridge University Press,1997.

[5]Cobb, T. Breadth and depth of vocabulary acquisition with hands-on concordancing. Computer Assisted Language Learning vol.12,2005.

[6]G.H,Ma.Lexical Bundles in L2 Timed Writing of English Majors. Foreign Language Teaching and Research,2009(1). (in Chinese)

[7]Krashen, S. We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal, vol. 73, 1989, pp.440-464.

[8]Keith Folse. Vocabulary Myths : Applying Second Language Research to Classroom Teaching .Michigan: University of Michigan Press,2004.

[9]Marton, W. & Mickiewicz, Foreign vocabulary learning as problem No. 1 of language teaching at the advanced level. Interlanguage Studies Bulletin, vol.2, 1977, pp.33-57.

[10]Mondria J . The effects of contextual richness on the guessability and the retention of words in a foreign language .System, vol.29, 2001,pp.91-102.

[11]P.Y.Shi.CLEC-based Verb-Noun Collocation Error Analysis [J].Journal of Tianjin Foreign Studies University, 2007（4）.(in Chinese)

[12]W.L.Shi.The relationship between English Collocation and Language output Quality. Foreign Language Research, 2007(4). (in Chinese)

[13]Woolard, G. Collocation--encouraging learner independence. In M. Lewis (Ed.), Teaching collocation: further developments in the lexical approach,pp. 28-46. London: Language Teaching Publications,2000.

[14]W.Z, Li.Verb-Noun collocations and error Analysis in COLEC.Foreign Language Teaching,2004(4).(in Chinese)

International Journal of Education and Management Engineering (IJEME)