Use this URL to cite or link to this record in EThOS:
Title: An analysis of the knowledge and use of English collocations by French and Japanese learners
Author: Kurosaki, Shino
Awarding Body: Royal Holloway, University of London
Current Institution: Royal Holloway, University of London
Date of Award: 2012
Availability of Full Text:
Access from EThOS:
Access from Institution:
While it has been recognized that the use of collocations is significant for L2 learners, much research has not been carried out on the knowledge and use of learner's collocations. The present study investigated differences on the knowledge and use of collocations between French and Japanese learners with regard to: 1) L1 influence; and 2) combinability and transparency influence. The test materials included four categories of the lexical collocations: 1) verb + noun; 2) delexicalised verb + noun; 3) adjective + noun; and 4) adverb + adjective. The two types of tasks, Multiple Choice Question Tasks and Translation Tasks, are performed, and the learner corpora are also investigated in order to examine whether the learners from different L1 backgrounds demonstrate different results. Since both French and English belong to IndoEuropean background languages, they share a number of cognate words. Thus, originally it was expected that L1 influence of the French learners would be higher in all of the four lexical collocations than that of Japanese learners, who have non-IndoEuropean backgrounds. Though L1 influence by both French and Japanese learners was demonstrated, the Japanese learners showed a greater L1 influence in the [adjective + noun] category than the French learners. The investigation also found that L1 influence does not necessarily result in accuracy of the collocations. With regard to the combinability and transparency influence, the results of the two types of tasks followed the previous remark made by Kellerman (1978) who argues that L2 learners are unable to transfer words with figurative meaning. However, some contrasted results were also identified in learner corpus investigation. Thus the combinability and transparency influence were not necessarily identified. The results of the present study have a potential to improve teaching/learning of collocations through recognizing the learners' tendencies of learning collocations.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available