The Role of Concordancing and Output in Developing the Collocational Competence

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. Belmont, Canada: Wadsworth.

Bahns, J., & Eldaw, M. (1993). Should we teach EFL students collocations? System, 21, 101-114. doi.org/10.1016/0346-251X(93)90010-E

Benson, M., Benson, E., & Ilson, R. (1997). The BBI combinatory dictionary of English: A guide to word combinations. Amsterdam, the Netherlands: John Benjamin Publishing Company.

Boulton, A. (2010). Data-driven learning: Taking the computer out of equation. Language learning, 60, 534-572. doi:hal-00384910v2

Ceh, Z. (2005). Crucial combinations. English Teaching Professional, 37, 29-31.

Ḉelik, S. (2011). Developing collocational competence through web based concordance activities. Novitas-ROYAL (Research on Youth and Language), 5, 273-286.

Chambers, A., & O'Sullivan, I. (2004). Corpus consultation and advanced learner's writing skills in French. ReCALL, 16, 158-172. doi.org/10.1017/S0958344004001211

Chan, T. P., & Liou, H. C. (2005). Effects of web-based concordancing instruction on EFL students' learning of verb-noun collocations. Computer Assisted Language Learning, 18, 231-250. doi:10.1080/09588220500185769

Chang, W., & Sun, Y. (2009). Scaffolding and web concordancers as support for language learning. Computer Assisted Language Learning, 22, 283-300. doi:10.1080/09588220903184518

Chen, C. H. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102, 65-75. doi.org/10.3200/JOER

Church, K. W., & Hank, P. (1990). Word association norms, mutual information, and lexicography. Computational Linguistics, 16, 22-29. doi:10.3115/981623.981633

Clark, R. E., & Sugrue, B. M. (1988). Research on instructional media. In D. Ely (Ed.), Educational media yearbook (pp. 19-36). Littletown, AZ: Libraries Unlimited.

Cobb, T. (1999). Breadth and depth of lexical acquisition with hands-on concordancing. Computer Assisted Language Learning, 12, 345-360. doi:10.1076/call.12.4.345.5699

Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28, 130-144. doi:10.1080/09588221.2013.803982

Donesch-Joze, E. (2011). The role of output and feedback in second language acquisition: A classroom-based study of grammar acquisition by adult English language learner. Eesti ja some-urgri keeleteaduse ajakiri, 2, 9-28.

Durrant, P., & Schmitt, N. (2010). Adult learners' retention of collocations from exposure. Second Language Research, 26, 163-188. doi.org/10.1177/0267658309349437

Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51, 1-46. doi.org/10.1111/j.1467-1770.2001.tb00013.x

Gabel, S. (2001). Over-indulgence and under-representation in interlanguage: Reflections on the utilizations of concordancers in self-directed foreign language learning. Computer Assisted Language Learning, 14, 269-288. doi:10.1076/call.14.3.269.5792

Hassan Abadi, S. (2003). A study of the learning of English lexical and grammatical collocations by Iranian EFL learners. Journal of Literature and Humanities Faculty of Tabriz University, 187, 45-60.

Hill, J. (1999). Collocational competence. English Teaching Professional, 11, 3-6.

Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. In M. Lewis (Ed.), Teaching collocation: Further development in the lexical approach (pp. 47-70). England: Oxford University Press.

Hsu, J. Y., & Chiu, C. (2008). Lexical collocations and their relation to speaking proficiency of college EFL learners in Taiwan. Asian EFL Journal, 10, 1-22.

Huang, K. (2015). More does not mean better: Frequency and accuracy analysis of lexical bundles in Chinese EFL learners’ essay writing. System, 53, 13-23. doi:10.1016/j.system.2015.06.011

Hyland, K. (2003). Second language writing. England: Cambridge University Press.

Jafarpoor, A. A., Hashemian, M., & Alipour, S. (2013). A corpus-based approach toward teaching collocation of synonyms. Theory and Practice in Language Studies, 3, 51-60. doi:10.4304/tpls.3.1

Kennedy, C., & Miceli, T. (2010). Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource. Language Learning and Technology, 14, 28-44. doi.org/10125/44201

Keshavarz, M. H., & Salimi, H. (2007). Collocational competence and cloze test performance: A study of Iranian EFL learners. International Journal of Applied Linguistics, 17, 81-92. doi.org/10.1111/j.1473-4192.2007.00134.x

Kita, K., & Ogata, H. (1997). Collocations in language learning: Corpus-based automatic compilation of collocation and bilingual collocation concordance. Computer Assisted Language Learning, 10, 229-238. doi:10.1080/0958822970100303

Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York, NY: Longman.

Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1-26. doi.org/10.1177/1362168811412019

Le, T. H. (2010). Learning lexical collocations with concordancing and scaffolding (Unpublished master's thesis). University of Groningen, Vietnam.

Lee, C., Cheung, W. K. W., Wong, K. C. K., & Lee, F. S. L. (2013). Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: An experimental study in a Hong Kong secondary school. Computer Assisted Language Learning, 26, 39-60. doi.org/1080/09588221.2011.630672

Liming, Y. (1990). The comprehensible output hypothesis and self-directed learning: A learner's perspective. TESL Canada, 8, 9-26.

Lin, Y. P. (2002). The effects of collocation instruction on English vocabulary developments of senior high students in Taiwan (Unpublished master's thesis). National Kaohsiung Normal University, Taiwan.

Lin, M. H., & Lee, J. Y. (2017). Pedagogical suitability of data-driven learning in EFL grammar classes: A case study of Taiwanese students. Language Teaching Research, 23(5), 541-561.

Mirzaei, A., Rahimi Domakani, M., & Rahimi, S. (2015). Computerized lexis-based instruction in EFL classrooms: Using multi-purpose LexisBOARD to teach L2 vocabulary. ReCALL, 28(1), 22-43.

Mitchell, R., & Myles, F. (2004). Second language learning theories (2^nded.). London, England: Hodder Arnold.

Moos, D. C., & Azevedo, R. (2008). Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia. Instructional Science, 36(3), 203-231.

Murphy, B. (1996). Computer corpora and vocabulary study. Language Learning Journal, 13, 53-57.

Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24, 223-242. doi.org/10.1093/10.1093/applin/24.2.223

Okamoto, M. (2015). Is corpus word frequency a good yardstick for selecting words to teach? Threshold levels for vocabulary selection. System, 51, 1-10. doi.org/10.1016/j.system.2015.03.004

Paquot, M., & Granger, S. (2012). Formulaic language in learner corpora. Annual Review of Applied Linguistics, 32, 130-149. doi:10.1017/S02671907190512000098

Qian, M., Chukharev-Hudilainen, E., & Levis, J. (2018). A system for adaptive high-variability segmental perceptual training: Implementation, effectiveness, transfer. Language Learning and Technology, 22(1), 69-96.

Rezaee, A. A., Marefat, H., & Saeedakhtar, A. (2015). Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing. Computer Assisted Language Learning, 28, 532-549.

Rezvani, E. (2011). The effect of output requirement on the acquisition of grammatical collocations by Iranian EFL learners. Journal of Language Teaching and Research, 2, 674-682. doi:10.4304/jltr.2.3

Russell, V. (2014). A closer look at the output hypothesis: The effect of the pushed output on noticing and inductive learning of the Spanish future tense. Foreign Language Annals, 47, 25-47. doi.org/10.1111/flan.12077

Sadighi, S., & Sahragard, R. (2013). The effect of lexical collocational density on the Iranian EFL learners' reading comprehension. The Journal of Teaching Language Skills, 5, 111-136. doi:10.22099/JTLS.2013.1495

Saeedakhtar, A. (2013). Symmetrical and asymmetrical scaffolding of high CV and low CV written L2 collocations in web-based concordancing (Unpublished doctoral dissertation). University of Tehran, Iran.

Shehadeh, A. (2002). Comprehensible output, from occurrence to acquisition: An agenda for acquisitional research. Language Learning, 52, 597-647. doi:10.1111/1467-9922.00196

Shin, D., & Nation, P. (2008). Beyond single words: The most frequent collocations in spoken English. ELT Journal, 62, 339-348. doi:10.1093/elt/ccm091

Sinclair , J. M. (1991). Corpus, concordance, collocation. England: Oxford University Press.

Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. The Canadian Modern Language Review, 64(3), 429-458.

Sun, Y. C., & Wang, L. Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16, 83-94. doi:10.1076/call.16.1.83.15528

Swain, M. (1995). Three functions of output in second language learning. In G. Cook, & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125-144). England: Oxford University Press.

Swain, M. (2005). The input hypothesis: Theory and research. In E. Heinkel (Ed), Handbook of research in second language teaching and learning (pp. 471-483). Mahwah, NJ: Lawrence Erlbaum Associates.

Tribble, C. (1990). Concordancing and an EAP writing program. CAELL Journal, 1, 10-15.

Tribble, C., & Johns, G. (1990). Concordances in the classroom. London, England: Longman.

Tseng, F. P. (2002). A study of the effects of collocation instruction on the collocational competence of senior high school students in Taiwan (Unpublished master's thesis). National Taiwan University, Taipei.

VanPatten, B. (1985). Communicative value and information processing in second language acquisition. In E. Judd, P. Nelson, & D. Messerschmitt (Eds.), On TESOL '84: A brave new world (pp. 88-99). Washington, DC, WA: TESOL.

VanPatten, B. (2002). Processing instruction: An update. A Journal of Research in Language Studies, 52, 755-803. doi.org/10.1111/1467-9922.00203

VanPatten, B. (2004). Input processing in second language acquisition. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 5-32). London, England: Lawrence Erlbaum Associates.

Vyatkina, N. (2016a). Data driven learning of collocations: Learner performance, proficiency, and perceptions. Language Learning and Technology, 20, 159-179. doi:10125/44487

Vyatkina, N. (2016b). Data driven learning for beginners: The case of German verb-preposition collocations. ReCall, 28, 207-226.

Webb, S., & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly, 43, 55-77. doi:10.1093/applin/amq051

Webb, S., & Kagimoto, E. (2011). Learning collocations: Do the number of collocates, position of the node word and synonym affect learning? Applied Linguistics, 32, 259-276. doi:10.1111/j.1467-9922.2012.00729.x

Webb, S., Newton, J., & Chang, A. (2013). Incidental learning of collocation. Language learning, 63, 91-120. doi.org/10.1111/j.1467-9922.2012.00729.x

Winter, F., Greene, J., & Costich, C. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-444.

Wu, S., Witten, I. H., & Franken, M. (2010). Utilizing lexical data from a web-derived corpus to expand productive collocation knowledge. European Association for Computer Assisted Language Learning, 22, 83-102. doi:10.1017/S0958344009990218

Yeh, Y., Liou, H. C., & Li, Y. H. (2007). Online synonym materials and concordancing for EFL college writing. Computer Assisted Language Learning, 20, 131-152. doi:10.1080/09588220701331451

Yoon, C. (2016). Concordancers and dictionaries as problem-solving tools for ESL academic writing. Language Learning and Technology, 20, 209-229. doi:10125/44453

Yoon, H. (2008). More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning and Technology, 12(2), 31-48. doi:10125/44142

Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257-283. doi:10.1016/j.jslw.2004.06.002

Yoon, H., & Jo, J. W. (2014). Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing. Language Learning and Technology, 18, 96-117. doi:10125/44356