Teaching Second Language Collocations via Concordancers: The Case of Deductive and Inductive Approaches

Document Type : research article

Author

University of Bonab

Abstract

Over the past few decades, the use of the corpus-based approaches in second language (L2) teaching has received considerable attention among teachers and researchers. Drawing upon a corpus-based approach, this study aims to investigate the differential effects of the deductive and inductive cognitive approaches on the improvement of verb-adverb collocational knowledge in the context of classroom concordancing. Seventy-six participants were randomly assigned to deductive, inductive, and control groups. During two intensive 90-minute sessions, the experimental groups were given some receptive and productive tasks to do using the concordancer as a reference tool. While the collocational patterns for accomplishing the tasks were explicitly presented to the deductive group, the inductive group was required to work out the underlying patterns using concordance lines. The analysis of the data gathered from receptive (multiple-choice) and productive (sentence-completion and sentence writing) collocation pretest and post-test revealed that concordancing had significant effects on the improvement of L2 collocational knowledge. While both the deductive and inductive groups showed similar gains in receptive knowledge of collocations, the inductive approach was found to be more effective in developing productive knowledge. Overall, the students had positive views of concordancing. The findings have pedagogical implications for L2 teachers and curriculum designers

Keywords

References

  1. Ali Rezaee, A., Marefat, H., Saeedakhtar, A. (2014). Symmetrical and asymmetrical scaffolding of L2 collocations in the context of Conrfcordancing. Computer Assisted Language Learning, 28(6), 532–549.

    Boulton, A. (2010). Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3), 534–572.

    Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393.

    Chan, T. P., & Liou, H. C. (2005). Effects of web-based concordancing instruction on EFL students’ learning of verb–noun collocations. Computer Assisted Language Learning, 18(3), 231–251.

    Chang, W. & Sun, Y. (2009). Scaffolding and web concordancers as support for language learning.  Computer Assisted Language Learning, 22(4), 283–30.

    Church, K. W., & Hank, P. (1990). Word association norms, mutual information, and lexicography. Computational Linguistics, 16(1), 22–29.

    Clark, R. E., & Sugrue, B. M. (1988). Research on instructional media, 1878–1988. In D. P. Ely, B. Broadbent & R. K. Wood (Eds.),

    Educational media and technology yearbook, Vol. 14. (pp. 19–36). Englewood CO: Libraries Unlimited, Inc.

    Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130–144.

    Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.

    Frankenberg-Garcia, A. (2014). Understanding Portuguese translations with the help of corpora. In T. Sardinha & T. Ferreira (Eds.), Working with Portuguese corpora (pp. 161–176). London: Bloomsbury.

    Gavioli, L. (2005). Exploring corpora for ESP learning. Amsterdam and Philadelphia: John Benjamins.

    Gholami Nezhad, R., & Anani Sarab, M. R. (2020). A study of the frequency of academic vocabulary in a corpus of academic textbooks of the English Language Teaching. Journal of Foreign Language Research. 10(1), 206–222.

     González Fernández, B., & Schmitt, N. (2015). How much collocation knowledge do L2 learners have? The effects of frequency and amount of exposure. ITL - International Journal of Applied Linguistics, 166 (1), 94–126.

    Huang, Z. (2014). The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(2), 163–183.

    Jean, G., & Simard, D. (2013). Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles. System, 41(4), 1023–1042.

    Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics, 22 (1), 1-26.

    Lewis, M. (2000). Materials and resources for teaching collocation. In M. Lewis (Ed.), Teaching collocation: Further development in the lexical approach (pp. 47–69). Oxford: Oxford University Press.

    Martinez, R., & V. Murphy. (2011). Effect of frequency and idiomaticity in second language reading comprehension. TESOL Quarterly, 45, 267–290.

    Motha, H. (2013). The effect of deductive and inductive learning strategies on language acquisition (Master's Thesis). Tilburg University, Tilburg. Retrieved from http://arno.uvt.nl/show.cgi?fid=130777

    Omaggio, A. C. (1986). Teaching language in context. Boston: Heinle & Heinle.

    Pellicer-Sánchez, A. (2015). Learning L2 collocations incidentally from reading. Language Teaching Research, 21(3), 381–402.

    Qi, X., & Lai, C. (2017). The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence in the teaching of Chinese as a second language. System, 70, 26–36.

    Rundell, M., & Fox, G. (2003). Macmillan essential dictionary: American edition: For intermediate learners. Macmillan Education Ltd.

    Saumell, V. (2012). Guided discovery for language instruction: A framework for implementation at all levels. Retrieved from https://www.slideshare.net/vickys16/guided-discovery-12177163

    Schmidt, R.W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158.

    Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. London: Palgrave Macmillan.

    Sun, Y., & Wang, L. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83–94.

    Vyatkina, N. (2016). Data-driven learning of collocations: Learner performance, proficiency, and perceptions. Language Learning & Technology, 20(3), 159–179.

     

    ضمیمه 1

    نمونه‌هایی از آیتم های آزمون تولید

    1. Complete the following sentences with an appropriate adverb (Less-controlled items).
    2. We ……thanked him for the help he gave us to hold the wedding party last weekend.
    3. The new test will enable us to identify …….. patients who are most at risk.
    4. Write sentences with the given verbs using appropriate adverbs (More-controlled items).
    5. recognize
    6. influence

     

     

    نمونه‌هایی از آیتم های آزمون ادراک

    Choose the correct adverb.

    1. Studies show that children and adolescents are………influenced by violent television programs.
    2. successfully b. thoughtfully
    3. greatly d. carefully
    4. She ………..asked her mother for permission, which was granted.
    5. easily b. safely
    6. politely d. enormously
Journal of Foreign Language Research
Volume 10, Issue 2
July 2020
Pages 362-375

Files

Share

How to cite

Statistics