Examining the Effect of Semantic Relatedness on the Acquisition of English Collocations

Autor/inn/en	Jiang, Michael Yi-chao; Jong, Morris Siu-yung; Tse, Chi-shing; Chai, Ching-sing
Titel	Examining the Effect of Semantic Relatedness on the Acquisition of English Collocations
Quelle	In: Journal of Psycholinguistic Research, 49 (2020) 2, S.199-222 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Michael Yi-chao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-019-09680-9
Schlagwörter	Semantics; Phrase Structure; Undergraduate Students; English (Second Language); Second Language Learning; Language Tests; Reading Tests; Test Items; Item Analysis; Receptive Language; Linguistic Input; Foreign Countries; Second Language Instruction; Psycholinguistics; China + Suchen Sie Ihr Suchwort? Semantik; Phrasenstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Lesetest; Test content; Testaufgabe; Itemanalyse; Rezeptive Kommunikationsfähigkeit; Sprachbildung; Ausland; Fremdsprachenunterricht; Psycholinguistik
Abstract	This study examines whether semantic relatedness facilitates or impedes the acquisition of English collocations by conducting two experiments respectively on Chinese undergraduates. Each experiment was composed of a reading session, a productive test, and a receptive test. Experiment 1 began with the reading session of 28 paired-up words and their collocations (in sentence context). Those words were counterbalanced between two randomly selected groups by cross-matching on semantic relatedness. Results of the productive test revealed that the participants scored significantly higher on test items that were semantically related than the randomly cross-paired counterparts. However, for the receptive test, the participants performed significantly better on semantically unrelated items. Experiment 2 was similar to Experiment 1 except that the word pairs selected were only semantically related and did not have any shared morphemes. Experiment 2 also revealed consistent results. The results of the two experiments consistently illustrate that semantic relatedness may exert a facilitatory effect on language output but an inhibitory effect on the process of language input. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01