Assessing English language learners' collocation knowledge: A systematic review of receptive and productive measurements

Chen Ding, Barry Lee Reynolds*, Csaba Z. Szabo, Griet Boone

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

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.

Original languageEnglish
Pages (from-to)1-24
Number of pages24
JournalIRAL - International Review of Applied Linguistics in Language Teaching
Early online date4 Jan 2024
DOIs
Publication statusE-pub ahead of print - 4 Jan 2024

Keywords / Materials (for Non-textual outputs)

  • collocation
  • collocation measurement
  • instruments
  • item formats
  • receptive and productive knowledge

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