L1 Influence on the Reception and Production of Collocations by Advanced EsL/EFL Arabic Learners of English
To meet the challenges associated with L2 learners'acquisition of collocational knowledge, it is imperative to investigate the factors that influence this process. This thesis reports on a study that explores the role of an L1 (Arabic) on the use of English collocations by advanced Arabic-speaking learners of English. The aim of the study was to examine how an L1 (Arabic) influences learners'production and reception of collocations. The study also explores whether the learning environment (EFL vs. ESL) and the amount of exposure to the language have an influence on the acquisition of collocations. Ninety-seven participants (thirty-five Arabic-speaking learners of English at a university in the United States and sixty-two undergraduate students from an English Department in a university in Egypt) took two production tests and one reception test dealing with collocations. In addition, the participants familiarity with the meaning of the collocational components (i.e. individual words) was checked using a vocabulary recognition test. In addition, the study explored the difference between the participants' performance with two types of collocations: verb-noun and adjective-noun collocations. The data analyses showed that learners'L1 and their learning environment had a strong influence on the acquisition of L2 collocations. Furthermore, the findings revealed that there was a moderate positive correlation between learners'knowledge of collocations and their amount of exposure to the language. It was also concluded that learners'receptive knowledge of collocations was broader than their productive knowledge of collocations. The study concludes with implications for pedagogy and further research.
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:english collocations l1 influence arabic speaking learners of
Date of Publication:01/01/2008