标题：What Works Better for Collocation Learning – Explicit Instruction or Incidental Learning? A Case Study of Arab Female Undergraduate Learners of English
期刊名称：Electronic Journal of Foreign Language Teaching (e-FLT)
电子版ISSN：0219-9874
出版年度：2018
卷号：15
期号：1
页码：1-16
出版社：National University of Singapore
摘要：There is a strong agreement that mastering second language collocations is beneficial for language processing
and acquisition (El-Dakhs, 2015b; Henriksen, 2013). The current study aims to examine what works better for
L2 collocation learning; explicit instruction or incidental learning. To this end, 114 Arab elementary learners
of English as a foreign language were divided into two experimental groups (i.e. explicit instruction and incidental
learning) and one control group, and completed immediate and delayed post-tests that assessed the participants’
receptive and productive knowledge of 24 verb + noun collocations which were introduced to the
experimental groups during the four-week treatment period. The results show a clear advantage for explicit
learning in form recognition and recall for short-term and long-term learning gains. Incidental learning only
proved slightly beneficial in short-term form recognition. The results are interpreted in light of the existing
literature and relevant theoretical models. Pedagogical implications and suggestions for further research are
proposed.
