From collocational / textual perspectives: how could a learners' dictionary help learners in their real encoding process?
- Autores: Hiroaki Otani
- Localización: Proceedings of the Tenth EURALEX International Congress, EURALEX 2002: Copenhagen, Denmark, August 13-17, 2002 / Anna Braasch (ed. lit.), Claus Povlsen (ed. lit.), Vol. 2, 2003, ISBN 87-90708-09-1, págs. 541-550
- Idioma: inglés
- Enlaces
-
Resumen
It is so-called 'transparent,' 'compositional' collocations that often become problematic for intermediate and advanced learners. As such collocations are not marked in any way grammatically or semantically, learners usually have little problem 'decoding' such strings, whereas learners sometimes face difficulties in 'encoding' such patterns in their own utterances. In this paper, I assigned a text-completion task to native speakers and learners to see what kind of collocational strings they access in an actual context-specific text-generating process and what kind of information in learners' dictionaries could really help learners involved in such a process. The results of this experiment revealed that whereas native speakers accessed several mostly 'transparent' but highly predictable collocational strings, learners had little access to such strings. It also turned out that some of such transparent but recurrent strings of words observed in this particular study were more or less paralleled in more general data (a large corpus). In the light ofthis experiment, learners' dictionaries need to do more to help learners to establish access to such collocations.
