Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements-Reference-Cited by-同舟云学术

Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements

Published:2024-01-04 Issue:0 Volume:0 Page:
ISSN:0019-042X
Container-title:International Review of Applied Linguistics in Language Teaching
language:en
Short-container-title:

Author:

Ding Chen¹^ORCID,Reynolds Barry Lee²^ORCID,Szabo Csaba Z.³^ORCID,Boone Griet⁴^ORCID

Affiliation:

1. School of Foreign Studies , 558979 Hefei University of Technology , Hefei , China

2. Faculty of Education , 59193 University of Macau , Taipa , Macao

3. Institute for Language Education , 3124 The University of Edinburgh, Moray House School of Education and Sport , Edinburgh , Scotland

4. 26660 Department of Linguistics, University of Antwerp , Antwerpen , Belgium

Abstract

Abstract Since collocation knowledge is integral to second language vocabulary depth, it necessitates a careful examination of various measurement approaches. To this end, the current paper provides an overview and evaluation of extant collocation measurements used in empirical studies on L2 English (N = 153) published between 1980 and 2023 indexed in the SSCI, SCIE, AHCI, SCOPUS, and ERIC databases. Six instruments, seven item formats, and three other assessment tools were identified and reviewed for the assessment of receptive and productive collocation knowledge. The review focused on the collocation knowledge measured by each tool, the instrument and/or item format employed, item design, reported reliability, and potential drawbacks of employing each instrument and item format in research or practice. The review proposes several theoretical and practical considerations for future assessments of and research on English collocation knowledge.

Funder

Universidade de Macau

Publisher

Walter de Gruyter GmbH

Subject

Linguistics and Language,Language and Linguistics

Link

https://www.degruyter.com/document/doi/10.1515/iral-2022-0163/pdf

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