1887
  1. Home
  2. e-Journals
  3. ITL - International Journal of Applied Linguistics
  4. Online First Articles
  5. Online First Article
image of Making alliterative collocations memorable
EPUB
PDF

Abstract

Collocations are a key component of second language (L2) mastery. Yet, their acquisition poses major challenges to L2 learners. One potential solution to this difficulty is employing the mnemonic effect of alliteration (e.g., ). In the present study, 230 Japanese EFL university students learnt alliterative and non-alliterative collocations (e.g., vs. ) under vocalised and non-vocalised conditions in a within-subject design. Vocalisation frequencies were operationalised (none, once, three, and five times) over four weeks to examine potential differences across repetition frequencies. Immediate and delayed productive recall post-test assessed collocational uptake. Results showed that alliterative collocations yielded greater gains than non-alliterative ones when vocalisation was involved, suggesting a conditional benefit of vocalisation in combination with phonological salience. A modest advantage was observed in the three-times vocalisation condition in the immediate post-test; however, it was not reliably maintained at the delayed post-test.

© John Benjamins Publishing Company
Available under the CC BY 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/itl.25030.yam
2026-08-21
2026-09-09

  • From This Site

    /content/journals/10.1075/itl.25030.yam
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

/deliver/fulltext/10.1075/itl.25030.yam/itl.25030.yam.html?itemId=/content/journals/10.1075/itl.25030.yam&mimeType=html&fmt=ahah

References

  1. Ackermann, K., & Chen, Y.
    (2013) Developing the academic collocation list (ACL): A corpus driven and expert-judged approach. Journal of English for Academic Purposes, (), –. 10.1016/j.jeap.2013.08.002
     https://doi.org/10.1016/j.jeap.2013.08.002 [Google Scholar]
  2. Alali, F. A., & Schmitt, N.
    (2012) Teaching formulaic sequences: the same or different from teaching single words?TESOL Journal, (), –. 10.1002/tesj.13
     https://doi.org/10.1002/tesj.13 [Google Scholar]
  3. Aliyar, M., Siyanova-Chanturia, A., & Skalicky, S.
    (2026) Reading versus listening: Which one is more effective for incidental vocabulary learning?The Modern Language Journal, (), –. 10.1111/modl.70029
     https://doi.org/10.1111/modl.70029 [Google Scholar]
  4. Baddeley, A., Gathercole, S., & Papagno, C.
    (1998) The phonological loop as a language learning device. Psychological Review, (), –. 10.1037/0033‑295X.105.1.158
     https://doi.org/10.1037/0033-295X.105.1.158 [Google Scholar]
  5. Baker, P., Hardie, A., & McEnery, A.
    (2006) A glossary of corpus linguistics. Edinburgh University Press. 10.1515/9780748626908
     https://doi.org/10.1515/9780748626908 [Google Scholar]
  6. Baldick, C.
    (2015) The Oxford dictionary of literary terms (4th ed.). Oxford University Press. Retrieved3 Nov. 2025, fromhttps://www.oxfordreference.com/view/10.1093/acref/9780198715443.001.0001/acref-978019871544310.1093/acref/9780198715443.001.0001
     https://doi.org/10.1093/acref/9780198715443.001.0001 [Google Scholar]
  7. Barcroft, J.
    (2007) Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, (), –. 10.1111/j.1467‑9922.2007.00398.x
     https://doi.org/10.1111/j.1467-9922.2007.00398.x [Google Scholar]
  8. (2015) Lexical input processing and vocabulary learning. John Benjamins. 10.1075/lllt.43
     https://doi.org/10.1075/lllt.43 [Google Scholar]
  9. Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J.
    (2013) Random effects structure for confirmatory hypothesis testing: Keep it maximal. Journal of Memory and Language, (), –. 10.1016/j.jml.2012.11.001
     https://doi.org/10.1016/j.jml.2012.11.001 [Google Scholar]
  10. Bartoń, K.
    (2025) MuMIn: Multi-Model Inference. R package (version 1.48.11) [Computer software]. https://CRAN.R-project.org/package=MuMIn10.32614/cran.package.mumin
     https://doi.org/10.32614/cran.package.mumin [Google Scholar]
  11. Bates, D., Kliegl, R., Vasishth, S., & Baayen, H.
    (2015) Parsimonious mixed models. arXiv [preprint]. 10.48550/arXiv.1506.04967
     https://doi.org/10.48550/arXiv.1506.04967 [Google Scholar]
  12. Bates, D., Maechler, M., Bolker, B., & Walker, S.
    (2023) lme4: Linear mixed-effects models using Eigen and S4 (Version 1.1-34) [Computer software]. https://CRAN.R-project.org/package=lme410.32614/cran.package.lme4
     https://doi.org/10.32614/cran.package.lme4 [Google Scholar]
  13. Belur, J., Tompson, L., Thornton, A., & Simon, M.
    (2021) Interrater reliability in systematic review methodology: Exploring variation in coder decision-making. Sociological Methods & Research, (), –. 10.1177/0049124118799372
     https://doi.org/10.1177/0049124118799372 [Google Scholar]
  14. Boers, F., Lindstromberg, S., & Eyckmans, J.
    (2012) Are alliterative word combinations comparatively easy to remember for adult learners?RELC Journal, (), –. 10.1177/0033688212439997
     https://doi.org/10.1177/0033688212439997 [Google Scholar]
  15. (2014) Is alliteration mnemonic without awareness-raising?Language Awareness, (), –. 10.1080/09658416.2013.774008
     https://doi.org/10.1080/09658416.2013.774008 [Google Scholar]
  16. Boers, F., & Lindstromberg, S.
    (2009) Optimizing a lexical approach to instructed second language acquisition. Palgrave Macmillan. 10.1057/9780230245006
     https://doi.org/10.1057/9780230245006 [Google Scholar]
  17. Boers, F., Dang, T. C., & Strong, B.
    (2017) Comparing the effectiveness of phrase-focused exercises. A partial replication of Boers, Demecheleer, Coxhead and Webb (2014). Language Teaching Research, (), –. 10.1177/1362168816651464
     https://doi.org/10.1177/1362168816651464 [Google Scholar]
  18. Brysbaert, M., Warriner, A. B., & Kuperman, V.
    (2014) Concreteness ratings for 40 thousand generally known English word lemmas. Behavior Research Methods, (), –. 10.3758/s13428‑013‑0403‑5
     https://doi.org/10.3758/s13428-013-0403-5 [Google Scholar]
  19. Candry, S., Decloedt, J., & Eyckmans, J.
    (2020) Comparing the merits of word writing and retrieval practice for L2 vocabulary learning. System, , 102206. 10.1016/j.system.2020.102206
     https://doi.org/10.1016/j.system.2020.102206 [Google Scholar]
  20. Carrol, G., Littlemore, J., & Dowens, M.
    (2018) Of false friends and familiar foes: Comparing native and non-native understanding of figurative phrases. Lingua, , –. 10.1016/j.lingua.2017.11.001
     https://doi.org/10.1016/j.lingua.2017.11.001 [Google Scholar]
  21. Chang, A. C.-S.
    (2023) The effects of repeated oral reading practice on the retention of high frequency multiword items for EFL learners: Multiple dimensions. TESL EJ, (), –. 10.55593/ej.26104a9
     https://doi.org/10.55593/ej.26104a9 [Google Scholar]
  22. Chen, H., Cohen, P., & Chen, S.
    (2010) How big is a big odds ratio? Interpreting the magnitudes of odds ratios in epidemiological studies. Communications in Statistics: Simulation and Computation, (), –. 10.1080/03610911003650383
     https://doi.org/10.1080/03610911003650383 [Google Scholar]
  23. Cobb, T.
    (n.d.). VP-Compleat BNC-COCA-25. https://www.lextutor.ca/vp/comp/
     [Google Scholar]
  24. Craik, F. I. M., & Lockhart, R. S.
    (1972) Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behaviour, (), –. 10.1016/S0022‑5371(72)80001‑X
     https://doi.org/10.1016/S0022-5371(72)80001-X [Google Scholar]
  25. Crossley, S. A., Salsbury, T., & McNamara, D. S.
    (2015) Assessing lexical proficiency using analytic ratings: A case for collocation accuracy. Applied Linguistics, (), –. 10.1093/applin/amt056
     https://doi.org/10.1093/applin/amt056 [Google Scholar]
  26. Davies, M.
    (2008) The corpus of contemporary American English (COCA). Available at:https://www.english-corpora.org/coca (accessedApril 2024).
     [Google Scholar]
  27. Davis, D. F., Bagchi, R., & Block, L. G.
    (2016) Alliteration alters: Phonetic overlap in promotional messages influences evaluations and choice. Journal of Retailing, (), –. 10.1016/j.jretai.2015.06.002
     https://doi.org/10.1016/j.jretai.2015.06.002 [Google Scholar]
  28. Du, L., Elgort, I., & Siyanova-Chanturia, A.
    (2021) Cross-language influences in the processing of multiword expressions: From a first language to second and back. Frontiers in Psychology, , 666520. 10.3389/fpsyg.2021.666520
     https://doi.org/10.3389/fpsyg.2021.666520 [Google Scholar]
  29. Du, L., Siyanova-Chanturia, A., & Elgort, I.
    (2023) Cross-language influences in the processing of L2 multiword expressions. InI. Elgort, A. Siyanova-Chanturia, & L. Du (Eds.), Cross-language influences in bilingual processing and second language acquisition (pp.–). John Benjamins Publishing Company. 10.1075/bpa.16.08du
     https://doi.org/10.1075/bpa.16.08du [Google Scholar]
  30. Durrant, P., & Schmitt, N.
    (2010) Adult learners’ retention of collocations from exposure. Second Language Research, (), –. 10.1177/0267658309349431
     https://doi.org/10.1177/0267658309349431 [Google Scholar]
  31. Ellis, N. C.
    (2006) Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics, (), –. 10.1093/applin/aml015
     https://doi.org/10.1093/applin/aml015 [Google Scholar]
  32. Eyckmans, J., Boers, F., & Lindstromberg, S.
    (2016) The impact of imposing processing strategies on L2 learners’ deliberate study of lexical phrases. System, , –. 10.1016/j.system.2015.12.001
     https://doi.org/10.1016/j.system.2015.12.001 [Google Scholar]
  33. Fabb, N.
    (2022) Rhyme and alliteration are significantly different as types of sound patterning. InV. Sykäri & N. Fabb (Eds.), Rhyme and rhyming in verbal art, language and song (pp.–). Studia Fennica Folkloristica. 10.21435/sff.25
     https://doi.org/10.21435/sff.25 [Google Scholar]
  34. Fawcett, J. M., & Ozubko, J. D.
    (2016) Familiarity, but not recollection, supports the between-lists production effect in recognition memory. Canadian Journal of Experimental Psychology, (), –. 10.1037/cep0000089
     https://doi.org/10.1037/cep0000089 [Google Scholar]
  35. Ferguson, P., Siyanova-Chanturia, A., & Leeming, P.
    (2024) Impact of exercise format and repetition on learning verb-noun collocations. Language Teaching Research, (), –. 10.1177/13621688211038091
     https://doi.org/10.1177/13621688211038091 [Google Scholar]
  36. Fioravanti, I., Siyanova-Chanturia, A., & Lenci, A.
    (2025) Collocation in the mind: Investigating collocational priming in second language speakers of Italian. Language Learning, (), –. 10.1111/lang.12663
     https://doi.org/10.1111/lang.12663 [Google Scholar]
  37. Fox, J., & Weisberg, S.
    (2019) An R companion to applied regression (3rd ed.). SAGE Publications. https://www.john-fox.ca/Companion/
     [Google Scholar]
  38. Gibson, S.
    (2008) Reading aloud: A useful learning tool?ELT Journal, (), –. 10.1093/elt/ccm075
     https://doi.org/10.1093/elt/ccm075 [Google Scholar]
  39. Griffin, S. M.
    (1992) Reading aloud: An educator comments. TESOL Quarterly, (), –. 10.2307/3586890
     https://doi.org/10.2307/3586890 [Google Scholar]
  40. Hamada, M., & Koda, K.
    (2008) Influence of first language orthographic experience on second language decoding and word learning. Language Learning, (), –. 10.1111/j.1467‑9922.2007.00433.x
     https://doi.org/10.1111/j.1467-9922.2007.00433.x [Google Scholar]
  41. (2010) The role of phonological decoding in second language word-meaning inference. Applied Linguistics, (), –. 10.1093/applin/amp061
     https://doi.org/10.1093/applin/amp061 [Google Scholar]
  42. (2011) The role of the phonological loop in English word learning: A comparison of Chinese ESL learners and native speakers. Journal of Psycholinguistic Research, (), –. 10.1007/s10936‑010‑9156‑9
     https://doi.org/10.1007/s10936-010-9156-9 [Google Scholar]
  43. Hashizaki, R.
    (2026) Does vocalization enhance L2 formulaic sequence learning?Language Teaching Research, (), –. 10.1177/13621688231224040
     https://doi.org/10.1177/13621688231224040 [Google Scholar]
  44. Henriksen, B.
    (2013) Research on L2 learners’ collocational competence and development: A progress report. InC. Bardel, C. Lindqvist, & B. Laufer (Eds.), L2 vocabulary acquisition, knowledge and use: New perspectives on assessment and corpus analysis (pp.–). EuroSLA.
     [Google Scholar]
  45. Hoey, M.
    (2005) Lexical priming: A new theory of words and language. Routledge. 10.4324/9780203327630
     https://doi.org/10.4324/9780203327630 [Google Scholar]
  46. Icht, M., & Mama, Y.
    (2022) The effect of vocal production on vocabulary learning in a second language. Language Teaching Research, (), –. 10.1177/1362168819883894
     https://doi.org/10.1177/1362168819883894 [Google Scholar]
  47. Ishikawa, S.
    (2024) Colstat (Version β) [Computer software]. Kobe University. https://language.sakura.ne.jp/s/stat.html
     [Google Scholar]
  48. Jung, J., Stainer, M. J., & Tran, M. H.
    (2025) The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading. Language Teaching Research, (), –. 10.1177/13621688221129994
     https://doi.org/10.1177/13621688221129994 [Google Scholar]
  49. Kang, S. H. K., Gollan, T. H., & Pashler, H.
    (2013) Don’t just repeat after me: Retrieval practice is better than imitation for foreign vocabulary learning. Psychonomic Bulletin & Review, (), –. 10.3758/s13423‑013‑0450‑z
     https://doi.org/10.3758/s13423-013-0450-z [Google Scholar]
  50. Kato, S.
    (2009) Suppressing inner speech in ESL reading: implications for developmental changes in second language word recognition processes. The Modern Language Journal, (), –. 10.1111/j.1540‑4781.2009.00926.x
     https://doi.org/10.1111/j.1540-4781.2009.00926.x [Google Scholar]
  51. Laufer, B.
    (2014) Vocabulary in a second language: selection, acquisition, and testing: a commentary on four studies for JALT vocabulary SIG. Vocabulary Learning and Instruction, (), –. 10.7820/vli.v03.2.laufer
     https://doi.org/10.7820/vli.v03.2.laufer [Google Scholar]
  52. Laufer, B., & Goldstein, Z.
    (2004) Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, (), –. 10.1111/j.0023‑8333.2004.00260.x
     https://doi.org/10.1111/j.0023-8333.2004.00260.x [Google Scholar]
  53. Lenth, R.
    (2025) Emmeans: Estimated marginal means, aka least-squares means. R package (Version 1.11.2) [Computer software]. https://CRAN.Rproject.org/package=em_means
     [Google Scholar]
  54. Li, M., Gao, Q., & Yu, T.
    (2023) Kappa statistic considerations in evaluating inter-rater reliability between two raters: Which, when and context matters. BMC Cancer, (), . 10.1186/s12885‑023‑11325‑z
     https://doi.org/10.1186/s12885-023-11325-z [Google Scholar]
  55. Linck, J. A., & Cunnings, I.
    (2015) The utility and application of mixed-effects models in second language research. Language Learning, (), –. 10.1111/lang.12117
     https://doi.org/10.1111/lang.12117 [Google Scholar]
  56. Lindstromberg, S.
    (2020) Surplus interword phonological similarity in English multiword units. Corpus Linguistics and Linguistic Theory, (), –. 10.1515/cllt‑2017‑0013
     https://doi.org/10.1515/cllt-2017-0013 [Google Scholar]
  57. Lindstromberg, S., & Boers, F.
    (2008a) The mnemonic effect of noticing alliteration in lexical chunks. Applied Linguistics, (), –. 10.1093/applin/amn007
     https://doi.org/10.1093/applin/amn007 [Google Scholar]
  58. (2008b) Phonemic repetition and the learning of lexical chunks: the mnemonic power of assonance. System, (), –. 10.1016/j.system.2008.01.002
     https://doi.org/10.1016/j.system.2008.01.002 [Google Scholar]
  59. Lindstromberg, S. & Eyckmans, J.
    (2017) The particular need for replication in the quantitative study of SLA: A case study of the mnemonic effect of assonance in collocations. Journal of the European Second Language Association, (), –. 10.22599/jesla.26
     https://doi.org/10.22599/jesla.26 [Google Scholar]
  60. Lindstromberg, S., & Eyckmans, J.
    (2021) The retrievability of L2 English multiword items in a context of strongly form-focused exposure: What matters?Studies in Second Language Acquisition, (), –. 10.1017/S0272263120000315
     https://doi.org/10.1017/S0272263120000315 [Google Scholar]
  61. Little, A., & Kobayashi, K.
    (2015) Vocabulary learning strategies of Japanese life science students. TESOL Journal, (), –. 10.1002/tesj.141
     https://doi.org/10.1002/tesj.141 [Google Scholar]
  62. Macis, M., Sonbul, S., & Alharbi, R.
    (2021) The effect of spacing on incidental and deliberate learning of L2 collocations. System, , 102649. 10.1016/j.system.2021.102649
     https://doi.org/10.1016/j.system.2021.102649 [Google Scholar]
  63. MacLeod, C. M., Gopie, N., Hourihan, K. L., Neary, K. R., & Ozubko, J. D.
    (2010) The production effect: Delineation of a phenomenon. Journal of Experimental Psychology. Learning, Memory, and Cognition, (), –. 10.1037/a0018785
     https://doi.org/10.1037/a0018785 [Google Scholar]
  64. Marsden, E.
    (2009) What is ‘priming’ and what might priming techniques be able to tell us about L2 learning and proficiency. InA. Benati (Ed.), Issues in second language proficiency (pp.–). Continuum. 10.5040/9781474212236.ch‑002
     https://doi.org/10.5040/9781474212236.ch-002 [Google Scholar]
  65. Martin, K. I., & Ellis, N. C.
    (2012) The roles of phonological short-term memory and working memory in L2 grammar and vocabulary learning. Studies in Second Language Acquisition, (), –. 10.1017/S0272263112000125
     https://doi.org/10.1017/S0272263112000125 [Google Scholar]
  66. Martin, K. I., Lawson, E., Carpenter, K., & Hummer, E.
    (2020) English word and pseudoword spellings and phonological awareness: Detailed comparisons from three L1 writing systems. Frontiers in Psychology, , 1309. 10.3389/fpsyg.2020.01309
     https://doi.org/10.3389/fpsyg.2020.01309 [Google Scholar]
  67. McDonough, K., & Trofimovich, P.
    (2009) Using priming methods in second language research. Routledge. 10.4324/9780203880944
     https://doi.org/10.4324/9780203880944 [Google Scholar]
  68. Muraki, E. J., Abdalla, S., Brysbaert, M., & Pexman, P. M.
    (2023) Concreteness ratings for 62 thousand English multiword expressions. Behavior Research Methods, (), –. 10.3758/s13428‑022‑01912‑6
     https://doi.org/10.3758/s13428-022-01912-6 [Google Scholar]
  69. Nakagawa, S., & Schielzeth, H.
    (2013) A general and simple method for obtaining R2 from generalized linear mixed-effects models. Methods in Ecology and Evolution, (), –. 10.1111/j.2041‑210x.2012.00261.x
     https://doi.org/10.1111/j.2041-210x.2012.00261.x [Google Scholar]
  70. Nakanishi, N.
    (2023) Phoneme Counter (Version 6.0) [Computer software]. Kobe Gakuin University.
     [Google Scholar]
  71. Nation, I. S. P.
    (2017) The BNC/COCA Level 6 word family lists (Version 1.0.0) [Data file]. Available fromwww.victoria.ac.nz/lals/staff/paul-nation.aspx
  72. Ozubko, J. D., Hourihan, K. L., & Macleod, C. M.
    (2012) Production benefits learning: the production effect endures and improves memory for text. Memory, (), –. 10.1080/09658211.2012.699070
     https://doi.org/10.1080/09658211.2012.699070 [Google Scholar]
  73. Pellicer-Sánchez, A.
    (2017) Learning L2 collocations incidentally from reading. Language Teaching Research, (), –. 10.1177/1362168815618428
     https://doi.org/10.1177/1362168815618428 [Google Scholar]
  74. Pellicer-Sánchez, A., Siyanova-Chanturia, A., & Parente, F.
    (2022) The effect of frequency of exposure on the processing and learning of collocations: A comparison of first and second language readers’ eye movements. Applied Psycholinguistics, (), –. 10.1017/S014271642200011X
     https://doi.org/10.1017/S014271642200011X [Google Scholar]
  75. Peters, E.
    (2014) The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations. Language Teaching Research, (), –. 10.1177/1362168813505384
     https://doi.org/10.1177/1362168813505384 [Google Scholar]
  76. (2016) The lexical burden of collocations: The role of interlexical and intralexical factors. Language Teaching Research, (), –. 10.1177/1362168814568131
     https://doi.org/10.1177/1362168814568131 [Google Scholar]
  77. Peters, E., Puimège, E., & Szudarski, P.
    (2023) Repetition and incidental learning of multiword units: A conceptual multisite replication study of Webb, Newton, and Chang (2013). Language Learning, (), –. 10.1111/lang.12621
     https://doi.org/10.1111/lang.12621 [Google Scholar]
  78. R Core Team
    R Core Team (2025) R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing. Retrieved fromwww.R-project.org/
     [Google Scholar]
  79. Schmidt, R.
    (1990) The role of consciousness in second language learning. Applied Linguistics, (), –. 10.1093/applin/11.2.129
     https://doi.org/10.1093/applin/11.2.129 [Google Scholar]
  80. Strong, B., & Boers, F.
    (2019) The error in trial and error: Exercises on phrasal verbs. TESOL Quarterly, (), –. 10.1002/tesq.478
     https://doi.org/10.1002/tesq.478 [Google Scholar]
  81. Szudarski, P.
    (2018) Corpus linguistics for vocabulary. A guide for research. Routledge. 10.4324/9781315107769
     https://doi.org/10.4324/9781315107769 [Google Scholar]
  82. Szudarski, P., & Carter, R.
    (2016) The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics, (), –. 10.1111/ijal.12092
     https://doi.org/10.1111/ijal.12092 [Google Scholar]
  83. Teng, F.
    (2019) The effects of video caption types and advance organizers on incidental L2 collocation learning. Computers & Education, , 103655. 10.1016/j.compedu.2019.103655
     https://doi.org/10.1016/j.compedu.2019.103655 [Google Scholar]
  84. Tokuda, Y.
    (2016) The accuracy of phonological decoding skill among Japanese EFL learners. KATE Journal, , –. 10.20806/katejournal.30.0_113
     https://doi.org/10.20806/katejournal.30.0_113 [Google Scholar]
  85. Toomer, M., & Elgort, I.
    (2019) The development of implicit and explicit knowledge of collocations: A conceptual replication and extension of Sonbul and Schmitt (2013). Language Learning, (), –. 10.1111/lang.12335
     https://doi.org/10.1111/lang.12335 [Google Scholar]
  86. Toomer, M., Elgort, I., & Coxhead, A.
    (2024) Contextual learning of L2 lexical and grammatical collocations with and without typographic enhancement. System, , 103235. 10.1016/j.system.2024.103235
     https://doi.org/10.1016/j.system.2024.103235 [Google Scholar]
  87. Tsai, M. H. H.
    (2020) The effects of explicit instruction on L2 learners’ acquisition of verb-noun collocations. Language Teaching Research, (), –. 10.1177/1362168818795188
     https://doi.org/10.1177/1362168818795188 [Google Scholar]
  88. Tuzcu, A.
    (2023) The effects of input mode in learning declarative and nondeclarative knowledge of L2 collocations. System, , 103006. 10.1016/j.system.2023.103006
     https://doi.org/10.1016/j.system.2023.103006 [Google Scholar]
  89. Uchihara, T., Webb, S., & Yanagisawa, A.
    (2019) The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, (), –. 10.1111/lang.12343
     https://doi.org/10.1111/lang.12343 [Google Scholar]
  90. Vu, D. V., & Peters, E.
    (2026) Incidental collocation learning from reading-only, reading-while-listening, and reading aloud: The roles of input mode, test modality, and prior vocabulary knowledge. Studies in Second Language Learning and Teaching, (), –. 10.14746/ssllt.43494
     https://doi.org/10.14746/ssllt.43494 [Google Scholar]
  91. Webb, S., & Chang, A. C. S.
    (2022) How does mode of input affect the incidental learning of collocations?Studies in Second Language Acquisition, (), –. 10.1017/S0272263120000297
     https://doi.org/10.1017/S0272263120000297 [Google Scholar]
  92. Webb, S., Newton, J., & Chang, A. C. S.
    (2013) Incidental learning of collocation. Language Learning, (), –. 10.1111/j.1467‑9922.2012.00729.x
     https://doi.org/10.1111/j.1467-9922.2012.00729.x [Google Scholar]
  93. Webb, S., Sasao, Y., & Ballance, O.
    (2017) The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. International Journal of Applied Linguistics, (), –. 10.1075/itl.168.1.02web
     https://doi.org/10.1075/itl.168.1.02web [Google Scholar]
  94. Webb, S., Yanagisawa, A., & Uchihara, T.
    (2020) How effective are intentional vocabulary-learning activities? A meta-analysis. The Modern Language Journal, (), –. 10.1111/modl.12671
     https://doi.org/10.1111/modl.12671 [Google Scholar]
  95. Wood, D.
    (2020) Categorizing and identifying formulaic language. InS. Webb (Ed.), Routledge handbook of vocabulary studies (pp.–). Routledge. 10.5040/9781474218771.ch‑002
     https://doi.org/10.5040/9781474218771.ch-002 [Google Scholar]
  96. Yamagata, S., Nakata, T., & Rogers, J.
    (2023) Effects of distributed practice on the acquisition of verb-noun collocations. Studies in Second Language Acquisition, (), –. 10.1017/S0272263122000225
     https://doi.org/10.1017/S0272263122000225 [Google Scholar]
  97. Yokokawa, H.
    (2006) Nihonjin eigo gakushusha no eitango shinmitsudo [English word familiarity for Japanese English learners]. Kuroshio Shuppan.
     [Google Scholar]
  98. Zyzik, E.
    (2021) How many collocations do heritage speakers know? The effects of linguistic and individual variables. Spanish as a Heritage Language, (), –. https://journals.upress.ufl.edu/shl/article/view/1193
     [Google Scholar]
/content/journals/10.1075/itl.25030.yam
Loading
Making alliterative collocations memorable
John Benjamins ; https://doi.org/10.1075/itl.25030.yam
/content/journals/10.1075/itl.25030.yam
/content/journals/10.1075/itl.25030.yam
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: repetition ; phonological processing ; vocalisation ; alliteration ; priming ; collocation

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error