Using qualitative methodologies in research on formal L2 collocation learning
2016 (English)In: Collocations Cross-Linguistically: Corpora, Dictionaries and Language Teaching / [ed] Begoña Sanromán Vilas, Helsinki: Société Néophilologique , 2016, 193-218 p.Chapter in book (Refereed)
This article reports on a quasi-experimental study of formal L2 collocation learningfocusing on intermediate level EFL learners in two Swedish high schools. Thestudy aimed at investigating the potential for qualitative methodologies to accountfor the learning of target items (verb-noun collocations) in form-focused comparedto meaning-focused treatment conditions. Using a pre-test/post-test design, thestudy utilized two verbal reports – introspective think-aloud protocols (TAPs) andretrospective stimulated recall interviews (SRIs) – to probe participants’ memoryprocesses of learned target items as displayed in post-tests. The data was analysedusing thematic analysis. Results showed that the introspective report as a rule puttoo much cognitive strain on participants in both conditions, while the retrospectivereport offered insights into the mental mechanisms of participants that hadprocessed target items with an explicit focus on target forms. Implications for languagepedagogy and further research are discussed.
Place, publisher, year, edition, pages
Helsinki: Société Néophilologique , 2016. 193-218 p.
Mémoires de la Société Néophilologique de Helsinki, ISSN 0355-0192
Collocations, Quasi-experimental research, Qualitative methodologies
Research subject Language Education
IdentifiersURN: urn:nbn:se:su:diva-136356ISBN: 978-951-9040-57-8OAI: oai:DiVA.org:su-136356DiVA: diva2:1051978