Effects of Predictability in L1 on the Use of L2 Verb-Noun Collocations
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참고문헌
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초록
This paper examines the use of L2 verb-noun collocations by Korean learners of English focusing on predictability in L1. In order to investigate this, a test which consisted of a production and comprehension test was administered to 85 university students. The collocations used in the test were classified into 20 predictable and 20 unpredictable collocations according to the predictability in L1. The findings revealed that overall the Korean learners of English had insufficient collocational knowledge. Particularly, producing collocations seemed to be harder than comprehending collocations for the participants. A significant finding was that the participants made more errors in unpredictable collocations than in predictable collocations. In respect of the patterns of errors, a considerable number of errors appeared to be affected by their L1, while some of the errors were influenced by the overgeneralization of their prior learning such as overuse of delexical verbs. The study suggests that more attention should be paid to the effect of L1 in the use of L2 collocations and teaching collocation needs to be emphasized in the second language classroom in order to enhance learners’ communicative competence.
Abstract
This paper examines the use of L2 verb-noun collocations by Korean learners of English focusing on predictability in L1. In order to investigate this, a test which consisted of a production and comprehension test was administered to 85 university students. The collocations used in the test were classified into 20 predictable and 20 unpredictable collocations according to the predictability in L1. The findings revealed that overall the Korean learners of English had insufficient collocational knowledge. Particularly, producing collocations seemed to be harder than comprehending collocations for the participants. A significant finding was that the participants made more errors in unpredictable collocations than in predictable collocations. In respect of the patterns of errors, a considerable number of errors appeared to be affected by their L1, while some of the errors were influenced by the overgeneralization of their prior learning such as overuse of delexical verbs. The study suggests that more attention should be paid to the effect of L1 in the use of L2 collocations and teaching collocation needs to be emphasized in the second language classroom in order to enhance learners’ communicative competence.
참고문헌 (22)
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