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To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association

Uchihara, T; Eguchi, M; Clenton, J; Kyle, K; Saito, K; (2022) To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association. Language and Speech , 65 (2) pp. 311-336. 10.1177/00238309211013865. Green open access

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Abstract

This study examined the relationship between second language (L2) learners’ collocation knowledge and oral proficiency. A new approach to measuring collocation was adopted by eliciting responses through a word association task and using corpus-based measures (absolute frequency count, t-score, MI score) to analyze the degree to which stimulus words and responses were collocated. Oral proficiency was measured using human judgements and objective measures of fluency (articulation rate, silent pause ratio, filled pause ratio) and lexical richness (diversity, frequency, range). Forty Japanese university students completed a word association task and a spontaneous speaking task (picture narrative). Results indicated that speakers who used more low-frequency collocations in the word association task (i.e., lower collocation frequency scores) spoke faster with fewer silent pauses and were perceived to be more fluent. Speakers who provided more strongly associated collocations (as measured by MI) used more sophisticated lexical items and were perceived to be lexically proficient. Collocation knowledge remained as a unique predictor after the influence of learners’ vocabulary size (i.e., knowledge of single-word items) was considered. These findings support the key role that collocation plays in oral proficiency and provide important insights into understanding L2 speech development from the perspective of phraseological competence.

Type: Article
Title: To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/00238309211013865
Publisher version: https://doi.org/10.1177/00238309211013865
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Collocation, word association, oral proficiency, fluency, lexical richness
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10125957
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