The Influence Of Collocational Retrieval And The Number Of Collocates On Senior High School Learners' Collocation Learning

In recent years,it is generally accepted that the ability to use collocation promotes L2 learners' accuracy,fluency,and pragmatic skills in language performance.However,it is still controversial how to learn collocation most effectively in EFL classrooms.In addition,the effect of retrieval on vocabulary learning intentionally and incidentally and the effect of the number of collocates presented with node word on learning collocation have captured the attention of more and more researchers.But there are few studies that combine the retrieval and the number of collocates together to investigate the effective way to learn collocation.Theoretically,based on the Theory of Depths of Processing and Memory Mechanism,the current study intends to investigate the influence of collocational retrieval and the number of collocates presented with node word on EFL learners'collocation learning.The study attempts to answer three research questions:1)To what extent does collocational retrieval influence the retention of the forms of English collocation?And to what extent does it influence the retention of the meanings of English collocation?2)To what extent does the number of collocates presented with node words influence collocation learning?3)Is there an interactive influence of collocational retrieval and the different number of collocates?If yes,how does it influence collocation learning?82 first-year senior high school students from Anhui participated in the experiment.They came from two classes.Between them,Class One was the experimental group,and Class Two was the control group.The pre-test results showed that 50 subjects had no previous knowledge of the target collocations,and there was no significant difference between them.The 24 target collocations were presented in different forms in two sets:1×12 and 3×4,respectively.All the subjects viewed the target collocations for three times on PPT and each time lasted for 6s.In experimental class,the targets were presented in glossed sentences for the first two times and appeared with their L2 meanings for the last time.And in control class,the subjects learned the targets with their L2 meanings for three times repeatedly.After the treatment,the subjects took two post-tests:an immediate post-test right after the treatment and a delayed post-test one week later.It was found that the experimental group was better than the control one in learning collocation.It can be concluded as follows after data analysis:Firstly,collocational retrieval positively affects the retention of collocation with known words,especially on the retention of meanings in LTM.Secondly,when students need to learn an identical number of collocations,it is more effective to learn multiple collocates per node word than single collocate.Thirdly,the interactive influence of collocational retrieval and the different number of collocates presented with node word on EFL learners' collocation learning makes collocation learning more effective.This study provides practice guidance for collocation teaching,learning as well as the design of course materials.