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Effects of input flood and input enhancement in reading and reading-while-listening on Vietnamese EFL learners' acquisition of collocations

Drawing on mixed findings about the effects of reading and reading-while-listening as well as input flood and input enhancement on incidental learning of collocations, this PhD project aims to investigate how collocations can be learned in reading and reading-while-listening treatments with Vietnamese EFL students. The project has three specific objectives. Firstly, it aims at determining if input flood only and input flood plus input enhancement in reading and reading-while-listening can improve L2 learners’ collocational knowledge. Secondly, it attempts to check whether reading-while-listening is better than reading only for the acquisition of collocations in a longitudinal treatment. Thirdly, it is intended to investigate L2 learners’ perspectives on input flood only and input flood plus input enhancement to provide further insights into collocation learning. To achieve those research objectives, two longitudinal intervention studies with a pretest - posttest - delayed posttest between-participants design will be adopted. The first study will focus on the effects of input flood in reading and reading-while-listening on the acquisition of collocations. In study 1, at least 90 Vietnamese intermediate EFL students (aged 18-22) studying Information Technology at Vietnam National University (Hanoi) will be randomly assigned to one of three conditions: (1) reading graded readers, (2) reading-while-listening, and (3) control who will not be exposed to the graded readers, but will only take the tests to control for a test effect. In the second study, the effects of input flood plus input enhancement (bolding) in reading and reading-while-reading will be investigated. In this study, the projected number of participants will be at least 120 students who will be randomly assigned to one of four conditions: (1) reading plus input enhancement, (2) reading-while-listening plus input enhancement, (3) reading (no input enhancement), and (4) reading-while-listening (no input enhancement). Input enhancement will be operationalized by bolding the target collocations in the graded readers. The target collocations will be verb-noun collocations chosen from the selected graded readers in accordance with the phraseological approach, i.e. these collocations will be lexical collocations with restricted co-occurence and relatively transparent meaning. Learners’ perception of the treatments will be researched in both studies. The project aims to inform teachers and policy makers on how to best implement input flooding to achieve the best results for EFL learners in their collocation learning and hence improve their vocabulary competence. The findings from this project will, therefore, be not only theoretically significant but also practically and pedagogically invaluable by drawing major implications for stakeholders in Vietnam in particular and other similar contexts where English is learned and taught as a foreign language.

Date:7 Jan 2019 →  Today
Keywords:incidental learning, second language vocabulary acquisition, Vietnamese EFL learners, collocations, formulaic sequences
Disciplines:English language, Language acquisition
Project type:PhD project