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The purpose of the study was to investigate the immediate acquisition and long-term retention of implicit and explicit collocational knowledge by learners from different proficiency levels in implicit and explicit learning conditions. Seventy two participants were divided into implicit and explicit learning groups, and each group was split into upper and lower proficiency levels. Implicit group learners were naturally exposed to the target collocations, while explicit group learners were asked to fill in the memorization sheet. They were then given an immediate and a delayed posttest to test their implicit and explicit knowledge. The results show that explicit learning group outperformed implicit group in the immediate test, but its advantage disappeared in the delayed test, which indicates that implicit learning is not effective for a short period of time but it has long-lasting retention. In terms of the relationship between acquisition and proficiency level, the upper learners showed almost the same results as the general findings, but for the lower learners, explicit group outperformed implicit group regardless of the time of test and the type of acquired knowledge, which shows the important role of proficiency level in the acquisition of implicit and explicit collocational knowledge.
목차
1. Introduction
2. Literature review
3. Methodology
4. Results and discussion
5. Conclusion
References
참고문헌 (46)
참고문헌 신청
[학술지(정기간행물)] - Baddeley, A. / 2003 / Working memory : Looking back and looking forward / Nature Reviews Neuroscience 4 (10) : 829 ~ 839
[학술지(정기간행물)] - Barcroft, J. / 2004 / Second language vocabulary acquisition : A lexical input approach / Foreign Language Annals 37 : 200 ~ 208
[학술지(정기간행물)] - Barcroft, J. / 2009 / Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading / TESOL Quarterly 43 (1) : 79 ~ 103
[학술지(정기간행물)] - Bardovi-Harlig, K. / 2010 / Variables in second language attrition / Studies in Second Language Acquisition 32 (1) : 1 ~ 45
[단행본] - Brown, D. / 2007 / Principles of Language Learning and Teaching / Prentice Hall Regents
[학술지(정기간행물)] - Barcroft, J. / 2004 / Second language vocabulary acquisition : A lexical input approach / Foreign Language Annals 37 : 200 ~ 208
[학술지(정기간행물)] - Barcroft, J. / 2009 / Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading / TESOL Quarterly 43 (1) : 79 ~ 103
[학술지(정기간행물)] - Bardovi-Harlig, K. / 2010 / Variables in second language attrition / Studies in Second Language Acquisition 32 (1) : 1 ~ 45
[단행본] - Brown, D. / 2007 / Principles of Language Learning and Teaching / Prentice Hall Regents
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UCI(KEPA) : I410-ECN-0101-2017-705-002018012