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The Effects of Tasks and Awareness of L1 Transfer on Developing L2 Collocational Knowledge

이진형
현대영어교육학회 (The Modern English Education Society)|2016.05|현대영어교육 (Modern English Education)|제17권 제2호|pp. 111-139

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참고문헌

키워드

L2 collocationsreceptive and productive learning tasksnegative L1 transfer

초록

This study reports on the investigations of (1) the effectiveness of receptive and productive learning tasks in acquiring receptive and productive knowledge of L2 collocations, (2) the extent to which L1 transfer affects learners’ knowledge of L2 collocations, and (3) the efficiency of raising learners’ awareness of L1 transfer in their interpretation and production of L2 collocations. A total of 73 Korean EFL undergraduate students studied 24 English incongruent collocations in receptive and productive learning conditions. The experimental group received instruction about the likelihood of L1 transfer on their acquisition of L2 collocations. To analyze the data, descriptive statistics were computed, and repeated measures ANOVAs as well as independent samples t-tests were carried out. The results showed receptive and productive learning conditions were beneficial for gaining receptive and productive knowledge of collocations to a similar extent. Learners were found to be highly affected by negative L1 transfer in their comprehension and production of English collocations, and raising their awareness of L1 transfer enhanced their development of collocational competence. These findings suggest the importance of teaching collocations especially in relation to L1 transfer in developing collocational knowledge.

Abstract

This study reports on the investigations of (1) the effectiveness of receptive and productive learning tasks in acquiring receptive and productive knowledge of L2 collocations, (2) the extent to which L1 transfer affects learners’ knowledge of L2 collocations, and (3) the efficiency of raising learners’ awareness of L1 transfer in their interpretation and production of L2 collocations. A total of 73 Korean EFL undergraduate students studied 24 English incongruent collocations in receptive and productive learning conditions. The experimental group received instruction about the likelihood of L1 transfer on their acquisition of L2 collocations. To analyze the data, descriptive statistics were computed, and repeated measures ANOVAs as well as independent samples t-tests were carried out. The results showed receptive and productive learning conditions were beneficial for gaining receptive and productive knowledge of collocations to a similar extent. Learners were found to be highly affected by negative L1 transfer in their comprehension and production of English collocations, and raising their awareness of L1 transfer enhanced their development of collocational competence. These findings suggest the importance of teaching collocations especially in relation to L1 transfer in developing collocational knowledge.

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