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dc.contributor.authorDurrant, Philip
dc.date.accessioned2014-10-08T09:10:30Z
dc.date.issued2014
dc.description.abstractTests of second language learners’ knowledge of collocation have lacked a principled strategy for item selection, making claims about learners’ knowledge beyond the particular collocations tested difficult to evaluate. Corpus frequency may offer a good basis for item selection, if a reliable relationship can be demonstrated between frequency and learner knowledge. However, such a relationship is difficult to establish satisfactorily, given the small number of items and narrow range of test-takers involved in any individual study. In this study, a meta-analysis is used to determine the correlation between learner knowledge and frequency data across nineteen previously-reported tests. Frequency is shown to correlate moderately with knowledge, but the strength of this correlation varies widely across corpora. Strength of association measures (such as mutual information) do not to correlate with learner knowledge. These findings are discussed in terms of their implications for collocation testing and models of collocation learning.en_GB
dc.identifier.citationVol.19, Issue 4, pp. 443–477en_GB
dc.identifier.doi10.1075/ijcl.19.4.01dur
dc.identifier.urihttp://hdl.handle.net/10871/15681
dc.language.isoenen_GB
dc.publisherJohn Benjamins Publishingen_GB
dc.subjectcollocationen_GB
dc.subjecttestingen_GB
dc.subjectfrequencyen_GB
dc.subjectformulaic languageen_GB
dc.subjectvocabularyen_GB
dc.subjectSLAen_GB
dc.titleCorpus frequency and second language learners' knowledge of collocations: A meta-analysisen_GB
dc.typeArticle
dc.date.available2014-10-08T09:10:30Z
dc.identifier.issn1384-6655
dc.identifier.journalInternational Journal of Corpus Linguisticsen_GB
refterms.dateFOA2019-03-19T15:29:56Z


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