The Effects of Vocabulary Learning on Collocation and Meaning.

Webb, Stuart; Kagimoto, Eve

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Title: The Effects of Vocabulary Learning on Collocation and Meaning

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Title:	The Effects of Vocabulary Learning on Collocation and Meaning
Authors:	Webb, Stuart; Kagimoto, Eve
Descriptors:	Sentences; Vocabulary Development; English (Second Language); Receptive Language; Expressive Language; Japanese; Native Speakers; Second Language Learning; Cloze Procedure; Language Tests; Scores; Task Analysis; Pretests Posttests
Source:	TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v43 n1 p55-77 Mar 2009
More Info: Help Peer Reviewed:	Yes
Publisher:	Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Publication Date:	2009-03-00
Pages:	23
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	This study investigates the effects of receptive and productive vocabulary tasks on learning collocation and meaning. Japanese English as a foreign language students learned target words in three glossed sentences and in a cloze task. To determine the effects of the treatments, four tests were used to measure receptive and productive knowledge of collocation and meaning. The results showed that both tasks led to significant gains in knowledge with little difference between the size of the gains. When participants were grouped according to level, the productive task was more effective for higher level learners, and the receptive task was more effective for lower level learners. Mean scores on the productive tests were slightly higher for both tasks on the test of meaning than on the test of collocation. However, the findings indicate knowledge of collocation may be acquired at a rate similar to that of meaning, and that tasks which focus on collocation, as well as meaning, may be effective. (Contains 5 tables, 1 figure and 2 footnotes.)
Abstractor:	As Provided
Reference Count:	56

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Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0039-8322
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1545-7249

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