Webb, S., & Kagimoto, E. (2011). Learning collocations: Do the number of collocates, position of the node word, and synonymy affect learning?. Applied Linguistics, 32, 259-276.
摘要：This study investigated the effects of three factors (the number of collocates per node word, the position of the node word, synonymy) on learning collocations. Japanese students studying English as a foreign language learned five sets of 12 target collocations. Each collocation was presented in a single glossed sentence. The number of collocates (6, 3, 1) varied per node word between three of the sets, the position of the node word (+ 1, -1) varied between two of the sets, and the semantic relationship between collocations (synonyms, non-synonyms) varied between two sets. Productive knowledge of collocation was measured in pre- and post-tests. The results showed that more collocations were learned as the number of collocates per node word increased, the position of the node word did not affect learning, and synonymy had a negative effect on learning. The implications for teaching and learning collocations are discussed in detail. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language learning, article, Collocations , English as a Second Language Learning , Synonyms
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