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INCIDENTAL LEARNING OF COLLOCATIONS FROM MEANINGFUL INPUT

A LONGITUDINAL STUDY INTO THREE READING MODES AND FACTORS THAT AFFECT LEARNING

Published online by Cambridge University Press:  31 August 2021

Duy Van Vu Open the ORCID record for Duy Van Vu [Opens in a new window]  and
Elke Peters Open the ORCID record for Elke Peters [Opens in a new window]
Duy Van Vu*
Affiliation:
KU Leuven; Vietnam National University, Hanoi
Elke Peters
Affiliation:
KU Leuven
*
*Correspondence concerning this article should be addressed to Duy Van Vu, Department of Linguistics, Faculty of Arts, KU Leuven, 3000 Leuven, Belgium. E-mail: [email protected]
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Abstract

This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group read three graded readers containing 32 target collocations in three counterbalanced reading modes: reading-only, reading-while-listening, and reading with textual input enhancement (i.e., underlining). Learning gains were measured by a form recall pretest and delayed posttest. The results showed that reading mode had a significant effect on incidental collocation learning. Reading with textual input enhancement resulted in significantly higher learning gains than the other reading modes. Reading-while-listening was also more beneficial for collocation learning than reading-only. Learners’ prior vocabulary knowledge and congruency of collocations were significant predictors of the learning gains.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 44 , Issue 3 , July 2022 , pp. 685 - 707
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Open Practices
Open materials
Copyright
© The Author(s), 2021. Published by Cambridge University Press

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Footnotes

We would like to express our sincere gratitude to the Handling Editor Andrea Révész and anonymous reviewers for their constructive feedback that helped improve our manuscript significantly. We also thank Lizz Huntley for her great support during our manuscript submissions. We are thankful to Eva Puimège (KU Leuven) for her feedback on our earlier draft of this manuscript. Thanks also go to Dr. Vu Thi Thanh Nha (Dean), Ms. Hoang Thi Phuong Loan, and students of the Faculty of English, University of Languages and International Studies—Vietnam National University Hanoi for their help during the data collection. This study was supported by the KU Leuven’s Global Minds Doctoral Scholarships provided by VLIR-UOS and the Belgian Development Cooperation.

The experiment in this article earned an Open Materials badge for transparent practices. The materials are available at https://www.iris-database.org/iris/app/home/detail?id=york:939399

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