Collocations in the Eyes of a Multilingual Language Learner

• Authors: Zagórska Anna
• Languages of publication: EN

Abstracts

EN

The aim of this article is to explore the approach of multilingual learners to foreign language collocations. Firstly, the article demonstrates the importance of collocations for foreign language learners. Secondly, it presents language learning strategies and teaching techniques which can be applied in the process of learning and teaching collocations. Subsequently, the article focuses on previous research on multilingual vocabulary learning. Furthermore, it is intended to present a study which attempts to discover whether multilingual language learners are aware of the need to learn collocations, whether they actually learn them and which vocabulary learning strategies they employ, or would employ, to this task. The study is conducted on Polish learners of English as the second language as well as on Polish learners of Italian and French as third languages. The main tool of the research is a questionnaire. Some attention is also devoted to collocational content of the learners' textbooks, in order to determine their influence on the learners' attitudes to learning collocations.

Keywords

EN

multilingual language learner; foreign language collocations; collocations

• Publisher: Instytut Komunikacji Specjalistycznej i Interkulturowej
• Journal: Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
• Year: 2013
• Issue: 7
• Pages: 179-194

Dates

published

2013

Contributors

author

Zagórska Anna

• Uniwersytet Warszawski

References

• AITCHISON, J. (1989), Words in the mind: an introduction to the mental lexicon. Oxford.
• ARABSKI, J. (2002), Learning strategies of L1, L2 and L3 lexis. In: J. Arabski (ed.), Time for Words: Studies in Foreign Language Vocabulary Acquisition. Frankfurt. 209–215.
• BROWN, P.R. (1994), Lexical Collocations: a Strategy for Advanced Learners. In: Modern English Teacher, 2(3). 24–27.
• CARTER, R. (1994), Vocabulary: Applied Linguistic Perspective. London and New York. COMYNS-CARR, J./ J. PARSONS/ D. SZMERDT-CHANDLER (2007), Matura Success. Upper Intermediate. Harlow.
• CRUSE, D.A. (1986), Lexical Semantics. Cambridge.
• ELLIS, N.C. (1997), Vocabulary acquisition: word structure, collocation, word-class, and meaning.
• In: N. Schmitt/ M. McCarthy (eds), Vocabulary: Description, Acqusition and Pedagogy. Cambridge. 122–139.
• GABRYŚ-BARKER, D. (2005), Aspects of Multilingual Storage, Processing and Retrieval. Katowice.
• GAIRNS, R./ S. REDMAN (1986), Working with words: a guide to teaching and learning vocabulary. Cambridge.
• GOUGH, C. (1996), Words and words: helping learners to help themselves with collocations. In: Modern English Teacher 1(5). 32–36.
• KRAWCZYK-NEIFAR, E. (2002), Foreign language vocabulary learning strategies and the proficiency and age factor. In: J. Arabski (ed.), Time for Words: Studies in Foreign Language Vocabu- lary Acquisition. Frankfurt. 247–259.
• LEŚNIEWSKA, J. (2002), Multi-word items in vocabulary acquisition. In: J. Arabski (ed.), Time for Words: Studies in Foreign Language Vocabulary Acquisition. Frankfurt. 139–144.
• MARIN, T./ S. MAGNELLI (2007), Nuovo Progetto Italiano 1. Roma.
• McCARTHY, M. (1994), Vocabulary. Oxford.
• MONNERIE-GOARIN, A./ E. SIRÉJOLS (2001), Champion 2. Méthode de français. Paris.
• MOON, R. (1997), Vocabulary connections: multi-word items in English. In: N. Schmitt/ M. McCarthy (eds), Vocabulary: Description, Acquisition and Pedagogy. Cambridge. 40–63.
• NATION, I.S.P. (1980), Strategies for receptive vocabulary learning. Guidelines 3. 18–23. NATION, I.S.P. (ed.) (1994), New ways in teaching vocabulary. Alexandria.
• NATION, I.S.P. (2001), Learning Vocabulary in Another Language. Cambridge.
• NATION, P./ P. MEARA (2002), Vocabulary. In: N. Schmitt (ed.), An Introduction to Applied Linguistics. London. 35–54.
• NESSELHAUF, N. (2003), The Use of Collocations by Advanced Learners of English and Some Implications for Teaching. In: Applied Linguistics 2 (24). 223–242.
• ODLIN, T. (1994), Glossary. In: T. Odlin (ed.), Perspectives on Pedagogical Grammar. Cambridge. 318–332.
• O’KEEFFE, A./ M. MCCARTHY/ R. CARTER (2007), From Corpus to Classroom: language use and language teaching. Cambridge.
• OXFORD, R.L. (1990), Language learning strategies: what every teacher should know. Boston. PIASECKA, L. (1999), Ways with words. Strategies of lexical acquisition. Opole.
• PIASECKA, L. (2002), Sensitivity to fixed expressions and idioms – an aspect of lexical competence. In: J. Arabski (ed.), Time for Words: Studies in Foreign Language Vocabulary Acquisition. Frankfurt. 61–70.
• RINGBOM, H. (2006), The Importance of Different Types of Similarity in Transfer Studies. In: J. Arabski (ed.), Cross-linguistic Influences in the Second Language Lexicon. Clevendon. 36–45.
• SCHMITT, N. (1997), Vocabulary learning strategies. In: N. Schmitt/ M. McCarthy (eds), Vocabulary: Description, Acquisition and Pedagogy. Cambridge. 199–227.
• SCHMITT, N. (2007), Vocabulary in language teaching. New York.
• SWAN, M. (1997), The influence of the mother tongue on second language vocabulary acquisition and use. In: N. Schmitt/ M. McCarthy (eds), Vocabulary: Description, Acquisition and Pedagogy. Cambridge. 156–180.
• TAYLOR, L. (1990), Teaching and Learning Vocabulary. New York.
• WILLIAMS, S./ B. HAMMARBERG (1998), Language switches in L3 production: Implications for a polyglot speaking model. In: Applied Linguistics 19(3). 295–333.
• ZYBERT, J. (1999), Errors in foreign language learning. The case of Polish learners of English. Warszawa.

Identifiers

ISSN

2080-4814