学习新的搭配：分组和教学语言的效果

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-10-17 DOI:10.1016/j.system.2025.103873

Ronit Breslaw, Batia Laufer

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引用次数: 0

摘要

该研究调查了两个因素对学习新的第二语言搭配的影响：1)搭配在引入和练习时的分组方式（主题相关组与不相关组），以及2)用于教学的语言（仅L2与L1-L2对比分析）。37名以色列英语学习者在主位/L2、主位/L1-L2、不相关/L2、不相关/L1-L2四种情况下研究了20种新的搭配。理解和生产测试测量搭配学习。结果显示两个变量都有影响，其中不相关/L1-L2条件产生最佳结果，主题/L2最差。从搭配簇的干扰理论、提高L1-L2意识以及形式导向教学的有效性等方面对研究结果进行了讨论。

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Learning new collocations: The effects of grouping and language of instruction

The study investigated the effects of two factors on learning new L2 collocations: 1) the way collocations are grouped when introduced and practiced (thematically related vs. unrelated sets), and 2) the language(s) used for instruction (L2 only vs. L1-L2 contrastive analysis). Thirty-seven Israeli English as a foreign language learners studied 20 new collocations under four conditions: Thematic/L2, Thematic/L1-L2, Unrelated/L2, Unrelated/L1-L2. Comprehension and production tests measured collocation learning. Results showed an effect for both variables, with the Unrelated/L1-L2 condition yielding the best results and Thematic/L2 the worst. The results were discussed in light of the Interference Theory in collocation clusters, L1-L2 awareness raising, and the effectiveness of form-focused instruction.

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.