scholarly journals The effects of different learning conditions on the development of collocational knowledge in a second language

2021 ◽  
Author(s):  
◽  
Mark Toomer
Keyword(s):  
Incidental Learning ◽  
Procedural Knowledge ◽  
Native Speakers ◽  
Low Frequency ◽  
Declarative Knowledge ◽  
Cued Recall ◽  
Decision Task ◽  
Form Recognition ◽  
Learning Conditions ◽  
Incidental Exposure

<p>Previous research has shown that incidental exposure to second-language collocations in reading texts can produce gains in declarative collocational knowledge. However, there is little evidence that incidental exposure leads to the acquisition of procedural collocational knowledge. One key study that investigated these two areas was Sonbul and Schmitt (2013). They found that advanced non-native speakers gained substantial declarative knowledge of low-frequency technical collocations after three exposures in two incidental reading conditions in one treatment session; typographic enhancement of the collocations produced more correct answers than no enhancement. However, the researchers found no evidence of procedural collocational knowledge in a primed lexical decision task.  Experiment 1 in this thesis was a conceptual replication and extension of Sonbul and Schmitt (2013). In a counter-balanced learning and experimental condition, 62 advanced adult ESL speakers were exposed to nine occurrences of 15 low-frequency technical collocations in 500-word texts in three sessions on two consecutive days. (input flooding). Three incidental learning treatments were implemented: reading-only (typographically unenhanced), bolding-only and bolding-plus-glossing. Collocational knowledge was assessed in two tests of declarative knowledge: a cued-recall (gapfill) test and a form-recognition (multiple-choice) test. Procedural collocational knowledge was operationalised as a priming effect in a primed lexical decision task. The results of the immediate cued-recall and form-recognition post-tests corroborate Sonbul and Schmitt’s findings: multiple encounters with the collocations produced substantial declarative collocational knowledge, and more declarative knowledge was produced through exposure to typographically-enhanced collocations (with and without glosses) than to typographically-unenhanced collocations. Procedural knowledge was found, but, unexpectedly, only in the reading-only treatment.  Experiment 2 focused on non-technical lexical (verb + noun) collocations and grammatical (preposition + noun) collocations. Two incidental learning conditions were used: bolding and no-bolding. Seventy-eight intermediate-to-upper-intermediate-level adult native speakers of Chinese were exposed to six occurrences of each of 48 non-technical English collocations as they read twelve 170-word treatment texts on two consecutive days. The immediate post-test session comprised a gapfill (cued-recall) test, for measuring declarative knowledge, and a self-paced reading task, for measuring procedural knowledge. The results show an increase in declarative knowledge in both learning conditions. Bolding produced more declarative knowledge of preposition + noun collocations than no bolding; however, bolding was no more effective than no bolding for verb + noun collocations. In the self-paced reading task, the absence of bolding of verb + noun collocations led to a tendency towards the development of procedural knowledge, but this was not the case for the typographically enhanced verb + noun collocations. For preposition + noun collocations (both unbolded and bolded) no evidence of procedural knowledge was found.  The findings of both experiments indicate that input flooding of collocations in incidental learning conditions can produce declarative collocational knowledge, and that typographic enhancement may lead to more declarative knowledge than lack of typographic enhancement. Repeated exposure to typographically-unenhanced collocations in reading contexts may produce procedural knowledge of collocations more quickly than exposure to typographically-enhanced collocations. These findings indicate that declarative and procedural knowledge of MWUs are dissociated in the sense that they follow different developmental paths. In a teaching context, I predict that the knowledge of collocations may be acquired incidentally through the use of texts such as graded readers which contain multiple instances of collocations.</p>

scholarly journals The effects of different learning conditions on the development of collocational knowledge in a second language

2021 ◽  
Author(s):  
◽  
Mark Toomer
Keyword(s):  
Incidental Learning ◽  
Procedural Knowledge ◽  
Native Speakers ◽  
Low Frequency ◽  
Declarative Knowledge ◽  
Cued Recall ◽  
Decision Task ◽  
Form Recognition ◽  
Learning Conditions ◽  
Incidental Exposure

<p>Previous research has shown that incidental exposure to second-language collocations in reading texts can produce gains in declarative collocational knowledge. However, there is little evidence that incidental exposure leads to the acquisition of procedural collocational knowledge. One key study that investigated these two areas was Sonbul and Schmitt (2013). They found that advanced non-native speakers gained substantial declarative knowledge of low-frequency technical collocations after three exposures in two incidental reading conditions in one treatment session; typographic enhancement of the collocations produced more correct answers than no enhancement. However, the researchers found no evidence of procedural collocational knowledge in a primed lexical decision task.  Experiment 1 in this thesis was a conceptual replication and extension of Sonbul and Schmitt (2013). In a counter-balanced learning and experimental condition, 62 advanced adult ESL speakers were exposed to nine occurrences of 15 low-frequency technical collocations in 500-word texts in three sessions on two consecutive days. (input flooding). Three incidental learning treatments were implemented: reading-only (typographically unenhanced), bolding-only and bolding-plus-glossing. Collocational knowledge was assessed in two tests of declarative knowledge: a cued-recall (gapfill) test and a form-recognition (multiple-choice) test. Procedural collocational knowledge was operationalised as a priming effect in a primed lexical decision task. The results of the immediate cued-recall and form-recognition post-tests corroborate Sonbul and Schmitt’s findings: multiple encounters with the collocations produced substantial declarative collocational knowledge, and more declarative knowledge was produced through exposure to typographically-enhanced collocations (with and without glosses) than to typographically-unenhanced collocations. Procedural knowledge was found, but, unexpectedly, only in the reading-only treatment.  Experiment 2 focused on non-technical lexical (verb + noun) collocations and grammatical (preposition + noun) collocations. Two incidental learning conditions were used: bolding and no-bolding. Seventy-eight intermediate-to-upper-intermediate-level adult native speakers of Chinese were exposed to six occurrences of each of 48 non-technical English collocations as they read twelve 170-word treatment texts on two consecutive days. The immediate post-test session comprised a gapfill (cued-recall) test, for measuring declarative knowledge, and a self-paced reading task, for measuring procedural knowledge. The results show an increase in declarative knowledge in both learning conditions. Bolding produced more declarative knowledge of preposition + noun collocations than no bolding; however, bolding was no more effective than no bolding for verb + noun collocations. In the self-paced reading task, the absence of bolding of verb + noun collocations led to a tendency towards the development of procedural knowledge, but this was not the case for the typographically enhanced verb + noun collocations. For preposition + noun collocations (both unbolded and bolded) no evidence of procedural knowledge was found.  The findings of both experiments indicate that input flooding of collocations in incidental learning conditions can produce declarative collocational knowledge, and that typographic enhancement may lead to more declarative knowledge than lack of typographic enhancement. Repeated exposure to typographically-unenhanced collocations in reading contexts may produce procedural knowledge of collocations more quickly than exposure to typographically-enhanced collocations. These findings indicate that declarative and procedural knowledge of MWUs are dissociated in the sense that they follow different developmental paths. In a teaching context, I predict that the knowledge of collocations may be acquired incidentally through the use of texts such as graded readers which contain multiple instances of collocations.</p>

Processing of inflected nouns in late bilinguals

2007 ◽  
Vol 28 (1) ◽  
pp. 135-156 ◽  
Author(s):  
MARJA PORTIN ◽  
MINNA LEHTONEN ◽  
MATTI LAINE
Keyword(s):  
Language Proficiency ◽  
High Frequency ◽  
Native Speakers ◽  
Reaction Times ◽  
Low Frequency ◽  
Error Rates ◽  
Decision Task ◽  
Full Form ◽  
Late Exposure ◽  
Complex Words

This study investigated the recognition of Swedish inflected nouns in two participant groups. Both groups were Finnish-speaking late learners of Swedish, but the groups differed in regard to their Swedish language proficiency. In a visual lexical decision task, inflected Swedish nouns from three frequency ranges were contrasted with corresponding monomorphemic nouns. The reaction times and error rates suggested morphological decomposition for low-frequency inflected words. Yet, both medium- and high-frequency inflected words appeared to possess full-form representations. Despite an overall advantage for the more proficient participants, this pattern was present in both groups. The results indicate that even late exposure to a language can yield such input representations for morphologically complex words that are typical of native speakers.

Implicit and explicit knowledge of inflectional morphology

2015 ◽  
Vol 37 (4) ◽  
pp. 781-812 ◽  
Author(s):  
JOHN ROGERS ◽  
ANDREA RÉVÉSZ ◽  
PATRICK REBUSCHAT
Keyword(s):  
Second Language ◽  
Incidental Learning ◽  
Explicit Knowledge ◽  
Inflectional Morphology ◽  
Verbal Reports ◽  
Grammaticality Judgment ◽  
Rule Knowledge ◽  
Learning Conditions ◽  
Incidental Exposure ◽  
Implicit And Explicit

ABSTRACTThis study set out to test the degree to which second language inflectional morphology can be acquired as a result of incidental exposure and whether the resulting knowledge is implicit (unconscious) or explicit (conscious) in nature. Participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. In the testing phase, a grammaticality judgment test was utilized to assess learning. In addition, subjective measures of awareness and retrospective verbal reports were used to measure whether the acquired knowledge was conscious or not. The results of the experiment indicate that participants can rapidly develop knowledge of second language inflectional morphology under incidental learning conditions in the absence of verbalizable rule knowledge.

scholarly journals Does a pedagogical agent’s gesture frequency assist advanced foreign language users with learning declarative knowledge?

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Robert O. Davis ◽  
Joseph Vincent ◽  
Lili Wan
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Procedural Knowledge ◽  
Declarative Knowledge ◽  
Social Cues ◽  
Cued Recall ◽  
Pedagogical Agents ◽  
The Social ◽  
Pointing Gestures ◽  
Multimedia Environments

AbstractSince the conception of pedagogical agents in multimedia environments, researchers have advocated for agents to be designed to exhibit social cues that prime the social interaction of the target audience. One powerful social cue has been agent gesturing. While most agents are created only to use deictic (pointing) gestures, there is recent evidence that agents that perform all gesture types (iconic, metaphoric, deictic, and beat) with enhanced frequency help foreign language users learn more procedural knowledge. Therefore, this research examines how all gesture types and different frequencies influence agent persona and learning outcomes when foreign language users learn declarative knowledge. The results indicated that the use of gestures, regardless of frequency, significantly increase agent persona. However, gesture frequency produced conflicting learning outcomes. While enhancing gestures were beneficial for cued recall and recognition, the average gesture condition was not, which indicates that the strength of social cues is important.

Talking Fingers: An Interview Study of Pianists' Views on Fingering

1997 ◽  
Vol 1 (1) ◽  
pp. 87-107 ◽  
Author(s):  
Eric Clarke ◽  
Richard Parncutt ◽  
Matti Raekallio ◽  
John Sloboda
Keyword(s):  
Motor Skill ◽  
Common Ground ◽  
Procedural Knowledge ◽  
Contemporary Music ◽  
Declarative Knowledge ◽  
Standard Approach ◽  
Primary Determinant ◽  
Role Of Teachers ◽  
Technical Considerations

Seven professional pianists were interviewed to gather their views on various aspects of piano fingering. The issues covered included technical considerations, the influence of interpretation and composers' markings on fingering, the effects of different Performance circumstances, and the role of teachers in determining fingering strategies. An analysis of the participants' responses revealed both a considerable amount of common ground in their attitudes to these matters, and some strikingly different attitudes. Five primary themes emerged: i) while Standard fingerings form the basis for these performers' strategies, a greater use of Standard fingerings in sight-read as opposed to rehearsed or memorised performance was predicted by the participants; ii) those performers with a deeper involvement in, and earlier exposure to, contemporary music considered themselves to have a less Standard approach to fingering; iii) physical considerations not only represent constraints on fingering, but also offer opportunities to employ positively pleasurable fingerings which may be highly idiosyncratic; iv) while interpretation is universally regarded as the primary determinant of finger choice, attitudes range from a refusal to contemplate a fingering until musical matters have been resolved to the belief that a Single best fingering can be found onto which interpretative choices are mapped; v) the participants appear to have good declarative knowledge of the more abstract and Strategic aspects of their approach to fingering, and essentially procedural knowledge of what they do in any particular circumstance, as found in previous research on motor skill.

scholarly journals Investigation of Native Speaker and Second Language Learner Intuition of Collocation Frequency

2021 ◽  
Author(s):  
Anna Siyanova ◽  
S Spina
Keyword(s):  
Language Learning ◽  
High Frequency ◽  
Native Speakers ◽  
Native Speaker ◽  
Low Frequency ◽  
Language Learner ◽  
Very Low Frequency ◽  
Second Language Learner ◽  
L2 Learners ◽  
L1 And L2

© 2015 Language Learning Research Club, University of Michigan. Research into frequency intuition has focused primarily on native (L1) and, to a lesser degree, nonnative (L2) speaker intuitions about single word frequency. What remains a largely unexplored area is L1 and L2 intuitions about collocation (i.e., phrasal) frequency. To bridge this gap, the present study aimed to answer the following question: How do L2 learners and native speakers compare against each other and corpora in their subjective judgments of collocation frequency? Native speakers and learners of Italian were asked to judge 80 noun-adjective pairings as one of the following: high frequency, medium frequency, low frequency, very low frequency. Both L1 and L2 intuitions of high frequency collocations correlated strongly with corpus frequency. Neither of the two groups of participants exhibited accurate intuitions of medium and low frequency collocations. With regard to very low frequency pairings, L1 but not L2 intuitions were found to correlate with corpora for the majority of the items. Further, mixed-effects modeling revealed that L2 learners were comparable to native speakers in their judgments of the four frequency bands, although some differences did emerge. Taken together, the study provides new insights into the nature of L1 and L2 intuitions about phrasal frequency.

scholarly journals Explicit Teaching and Incidental Learning of Vocabulary: Where Is the Pendulum Swinging to?

2019 ◽  
Vol 9 (6) ◽  
pp. 445
Author(s):  
Faisal Al-Homoud
Keyword(s):  
Saudi Arabia ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
General Tendency ◽  
Explicit Teaching ◽  
Incidental Exposure ◽  
Knowledge Form ◽  
L2 Vocabulary ◽  
Target Words

The research at hand compared two conditions of L2 vocabulary exposures, i.e. incidental exposure and a mixture of incidental and explicit exposures to words. Forty-five female participants, majoring in English at Al-Imam Mohammad Ibn-Saud Islamic University, Saudi Arabia participated in this research. They were divided into two groups: Reading Only (RO) and Reading Extra (RE). In the RO group, the target words were exposed only through a reading passage that they read twice, while the same target words for the RE group were inserted in the same reading passage, then explained directly by the teacher. Three levels of vocabulary knowledge (form recall, meaning recall, and meaning recognition) were assessed. The results showed that both conditions cater for vocabulary learning, however the RE group had significantly outperformed their RO counterparts. Moreover, the results showed that vocabulary learning in this study followed the general tendency starting from a receptive level to a productive level.

scholarly journals ENGLISH PERFECT IN COGNITION OF SLOVAK ISCED3 LEARNERS OF ENGLISH – PRELIMINARY EMPIRICAL EVIDENCE

2019 ◽  
Vol 7 ◽  
Author(s):  
Tomáš Hlava
Keyword(s):  
English Language ◽  
Proficiency Test ◽  
Language Use ◽  
Procedural Knowledge ◽  
Language Instruction ◽  
Declarative Knowledge ◽  
Present Perfect ◽  
The Past ◽  
English Language Instruction ◽  
Different Types

In English language instruction in Slovakia, a strong preference for declarative knowledge at the expense of procedural knowledge development has been reported over the last two decades. However, the cognitive aspects of language attainment predict no impact of instructional efforts, since mental representations of language to be attained are told to be supported by different cognitive systems than associative learning develops. Language variation materializes differences among languages based on differences in digitalizing the experience and thus understanding the world. For Slovak learners, the English present perfect is one such anomaly in categorization. This paper aims to answer what the specific interactions between past simple and present perfect are and how the predicted cognitive aspects of language attainment influence the use of different types of knowledge. A proficiency test focusing on declarative knowledge and language use without context and in context was distributed to 600 Slovak learners of English at the ISCED3a level. In Past simple conditions, students proved highly proficiency in all 3 types of tasks. In present perfect conditions, declarative knowledge strongly dominated over language use in context. In Present perfect conditions, substitutions by past simple were significantly more frequent than substitutions of present perfect by past simple. Cognitive funneling was recognized as a process inhibiting fast proceduralization of the English present perfect compared to fast and reliable proceduralization of the past simple.

How word frequency affects morphological processing in monolinguals and bilinguals

2003 ◽  
Vol 6 (3) ◽  
pp. 213-225 ◽  
Author(s):  
MINNA LEHTONEN ◽  
MATTI LAINE
Keyword(s):  
High Frequency ◽  
Low Frequency ◽  
Morphological Processing ◽  
Decision Task ◽  
Frequency Range ◽  
Medium Frequency ◽  
Word Forms ◽  
Full Form ◽  
Differential Pattern ◽  
Complex Words

The present study investigated processing of morphologically complex words in three different frequency ranges in monolingual Finnish speakers and Finnish-Swedish bilinguals. By employing a visual lexical decision task, we found a differential pattern of results in monolinguals vs. bilinguals. Monolingual Finns seemed to process low frequency and medium frequency inflected Finnish nouns mostly by morpheme-based recognition but high frequency inflected nouns through full-form representations. In contrast, bilinguals demonstrated a processing delay for all inflections throughout the whole frequency range, suggesting decomposition for all inflected targets. This may reflect different amounts of exposure to the word forms in the two groups. Inflected word forms that are encountered very frequently will acquire full-form representations, which saves processing time. However, with the lower rates of exposure, which characterize bilingual individuals, full-form representations do not start to develop.

scholarly journals WHAT DO WE LEARN FROM MISTAKES: PROCESSING DIFFICULTIES WITH FREQUENTLY MISSPELLED WORDS

2020 ◽  
Author(s):  
D. A. Chernova ◽  
◽  
S. V. Alexeeva ◽  
N. A. Slioussar ◽  
◽  
...  
Keyword(s):  
Low Frequency ◽  
Frequency Factor ◽  
Word Type ◽  
Decision Task ◽  
Separate Analysis ◽  
Orthographic Transparency ◽  
Transparent Orthography ◽  
Lexical Representations ◽  
Correct Spelling ◽  
Type Factor

Even if we know how to spell, we often see words misspelled by other people — especially nowadays when we constantly read unedited texts on social media and in personal messages. In this paper, we present two experiments showing that the incidence of orthographic errors reduces the quality of lexical representations in the mental lexicon—even if one knows how to spell a word, repeated exposure to incorrect spellings blurs its orthographical representation and weakens the connection between form and meaning. As a result, it is more difficult to judge whether the word is spelled correctly, and — more surprisingly — it takes more time to read the word even when there are no errors. We show that when all other factors are balanced the effect of misspellings is more pronounced for the words with lower frequency. We compare our results with the only previous study addressing the problem of misspellings’ influence on the processing of correctly spelled words — it was conducted on the English data. It may be interesting to explore this issue in a cross-linguistic perspective. In this study, we turn to Russian, which differs from English by a more transparent orthography. Much larger corpora of unedited texts are available for English than for Russian, but, using a different way to estimate the incidence of misspellings, we obtained similar results and could also make some novel generalizations. In Experiment 1 we selected 44 words that are frequently misspelled and presented in two conditions (with or without spelling errors) and were distributed across two experimental lists. For every word, participants were asked to determine whether it is spelled correctly or not. The frequency of the word and the relative frequency of its misspelled occurrences significantly influenced the number of incorrect responses: not only it takes longer to read frequently misspelled words, it is also more difficult to decide whether they are spelled correctly. In Experiment 2 we selected 30 words from the materials of Experiment 1 and for every selected word, we found a pair that is matched for length and frequency, but is rarely misspelled due to its orthographic transparency. We used a lexical decision task, presenting these 60 words in the correct spelling, as well as 60 nonwords. We used LMMs for statistics. Firstly, the word type factor was significant: it takes more time to recognize a frequently misspelled word, which replicates the results obtained for English. Secondly, the interaction between the word type factor and the frequency factor was significant: the effect of misspellings was more pronounced for the words of lower frequency. We can conclude that high frequency words have more robust representations that resist blurring more efficiently than low frequency ones. Finally, we conducted a separate analysis showing that the number of incorrect responses in Experiment 1 correlates with RTs in Experiment 2. Thus, whether we consciously try to find an error or simply read words orthographic representations blurred due to exposure to frequent misspellings make the task more difficult.

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