2026-04-17T01:04:50Zhttps://recercat.cat/oai/requestoai:recercat.cat:2445/2238262025-11-19T20:59:17Zcom_2072_1057col_2072_478810col_2072_478917
RECERCAT
author
Cuberos Vicente, Rocío
author
Rosado, Elisa
author
Mañas Navarrete, Iban
2025-11-19T20:59:16Z
2025-11-19T20:59:16Z
2025-10-22T11:23:30Z2025-10-22T11:23:30Z2024-02-262025-10-22T11:23:30Z
http://hdl.handle.net/2445/223826
Collocations have become increasingly important in our understanding of foreign language learning. When it comes to setting vocabulary learning goals, concerns about how to address collocations still arise today. This article explores the distribution of collocations in L1 and L2 Spanish production with the ultimate goal of informing the design of graded lexical inventories of multi-word combinations. To do so, we explore three defining properties of collocations in L1 and L2 production data, and across different levels of L2 proficiency: syntactic structure, semantic transparency, and the strength of association. Results indicate that there is an increase of collocational density and diversity, but that isolated features of collocations fail to predict L2 proficiency. Findings suggest the need to evaluate collocation use at a high level of granularity.
(c) John Benjamins, 2024 info:eu-repo/semantics/openAccess
Interllenguatge (Aprenentatge de llengües)
Col·locació (Lingüística)
Interlanguage (Language learning)
Collocation (Linguistics)
Towards a graded lexical inventory of multi-word combinations: the distribution of collocations across Spanish CEFR levels
info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion