Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations

Altamimi, Abdulaziz; Conklin, Kathy

Abstract

Little is known about the effect of pre-reading exposure on collocational learning. This study used eye-tracking and offline measures (form recall and recognition) to explore the effectiveness of pre-reading study and reading exposure on the processing and learning of novel collocations. Three learning conditions were evaluated: reading-only (target items were simply embedded in sentences), study-only (explicit learning of target items), and pre-reading study plus reading (explicit learning of target items followed by reading). Pre-reading study plus reading was the most effective learning condition, while reading-only was more effective than study-only. More specifically, studying collocations before reading led to increased attention when encountering the same collocation in subsequent reading. Furthermore, greater attention, in the pre-reading study phase, as indicated by fixations, was associated with larger collocational gains.

Citation

Altamimi, A., & Conklin, K. (2023). Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations. TESOL Quarterly, https://doi.org/10.1002/tesq.3268

• Journal Article Type: Article
• Acceptance Date: Oct 14, 2023
• Online Publication Date: Nov 9, 2023
• Publication Date: Nov 9, 2023
• Deposit Date: Jan 2, 2024
• Journal: TESOL Quarterly
• Print ISSN: 0039-8322
• Electronic ISSN: 1545-7249
• Publisher: TESOL
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1002/tesq.3268
• Keywords: Linguistics and Language; Language and Linguistics; Education
• Public URL: https://nottingham-repository.worktribe.com/output/27582681
• Publisher URL: https://onlinelibrary.wiley.com/doi/10.1002/tesq.3268
• Additional Information: Published: 2023-11-09