Edited by
Andy Barfield
Chuo University, Tokyo, Japan
Henrik Gyllstad
Lund University, Sweden
Selection and editorial matter ? Andrew William Barfield and
Henrik Gyllstad 2009
Chapters ? their individual authors
For anyone learning or teaching a second language, collocation is undoubtedly one of the most fascinating (and at times frustrating) challenges that they will face. Equally, for those interested in researching second language (L2) collocation knowledge and development, the challenges are both fascinating and frustrating, but for different reasons. Although several wide- ranging volumes of research in L2 vocabulary acquisition have been published in the last 15 years or so (Arnaud and Béjoint, 1992; Coady and Huckin, 1997; Schmitt and McCarthy, 1997; Read, 2000; Schmitt, 2000; Nation, 2001; Schmitt, 2004; Bogaards and Laufer, 2004; Daller et al., 2007; Fitzpatrick and Barfield, 2009), they have rarely included dedicated studies of L2 collocation knowledge and development. In fact, in the last decade, only five book- length publications in English stand out for the more specific focus that they take on L2 collocation knowledge and use (Cowie, 1998c; Lewis, 2000; Nesselhauf, 2005; Schmitt, 2004; Meunier and Granger, 2008). The first situates collocation within the broader field of phraseology and provides a far- ranging exposition of corpus- based studies, some of which
are collocation- focused. Teaching Collocation, edited by Lewis, is also multi- authored and is directed towards the pedagogic treatment of collocations in the classroom. Nesselhauf’s solo- authored volume provides an in- depth analysis of the Verb Noun collocations in a corpus of essays written by advanced German L1 learners of English. The two other edited volumes (Schmitt, 2004) and (Meunier and Granger, 2008) go beyond collocation itself by taking a generally wider view of the formulaic and phraseological patterning of language. Until now, then,there has been no single volume of work focused solely on researching L2 collocation knowledge and development within different local contexts.
To address this gap, Researching Collocations in Another Language is an international collection of L2 collocation studies that, for the first time, brings together dedicated research from Asia, Europe, and North America in the following four areas:
using learner corpora to identify patterns of L2 collocation use
(Part I, Chapters 2–5)
developing appropriate L2 collocation lexicographic and classroom
materials (Part II, Chapters 6–9)
investigating how learners’ L2 collocation knowledge can be assessed
(Part III, Chapters 10–13)
exploring the processes and practices by which learners develop their L2 collocation knowledge and use (Part IV, Chapters 14–17). Each part includes three research chapters and a critical commentary. Written by experts in the respective field (Part I: Sylviane Granger; Part II: Hilary Nesi; Part III: John Shillaw; Part IV: Birgit Henriksen and Lars Stenius St?hr), the commentary chapters identify and take up issues of interest across each set of research studies and constructively re- frame them within a broader critical view. While Alison Wray looks back, in Chapter 18, the closing chapter, at the whole collection to draw out further connections and potential contradictions in researching collocations in another language, it is our wish, in this opening chapter, to lay out the general contours for the work that follows in the rest of this book. We will first consider differing interpretations of the concept of collocation and how these lead into varying research priorities. We will then highlight some of the major issues that previous research has addressed in the four distinct areas of focus of this book, and outline the particular research studies and commentaries in each of the four parts of Researching Collocations in Another Language.
浏览附件Contents of Researching Collocations in Another Language 2009.pdf