ABSTRACT The present study examined the effects of different types of written input on the learning and retention of collocational knowledge. Eighty-three second language (L2) learners from four intact classes were divided into a control group and three treatment groups. The treatment groups were provided with infrequent grammatical collocations embedded in genuine input, elaborated input, and modified elaborated input. They were exposed to the collocations during five instructional sessions and were assessed on their receptive and productive collocation knowledge using immediate and delayed posttests. The results indicated that (a) receptive and productive collocation knowledge can be learned incidentally through multiple exposures in genuine, elaborated, and modified elaborated input and (b) modified elaborated input, which induces more focus on form (FonF), can lead to significant immediate and long-term gains in receptive collocation knowledge.

中文翻译：

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接受不同类型的输入，以学习和保留英语课堂中的英语语法搭配

摘要本研究研究了不同类型的书面输入对搭配知识的学习和保留的影响。来自四个完整类别的83个第二语言（L2）学习者被分为对照组和三个治疗组。为治疗组提供了不经常出现的语法搭配，包括真实输入，精心设计的输入和修改过的精心设计的输入。他们在五次教学会议中暴露于搭配，并使用立即和延迟的后测对他们的接受和生产搭配知识进行了评估。结果表明：（a）可以通过在真实的，精心制作的和经过修改的精心制作的输入中多次接触而偶然地学习接受性和生产性搭配知识，以及（b）经过修改的精心制作的输入，