This study explored how to promote incidental collocation learning from task-based reading. In this study, 101 Cantonese speakers read three English texts that contained 12 target collocations. Playing a role as an editor of a magazine, participants were asked to determine if the three texts were acceptable to be published in the next issue. While half of the participants (– Guidance, n = 50) were asked to simply accept or reject the texts after reading, the other half (+ Guidance, n = 51) received task guidance that contained a list of specific reviewing criteria. Participants’ eye-movements were recorded during the editor task, and 10 participants from each condition were asked to produce stimulated recalls while viewing their eye-movements. The rest of the participants’ ( n = 81) knowledge about the target collocations was measured with form recall and recognition tests immediately and two weeks after the task. The results revealed that task guidance led to greater fixation durations and counts on the target collocations, as well as improved performances in the immediate posttest. The stimulated recalls further indicated that task guidance encouraged more goal-oriented reading. The findings underscore the importance of careful task design to promote incidental collocation learning from reading.

中文翻译：

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任务指导对任务型阅读附带搭配学习的影响


本研究探讨了如何通过任务型阅读促进附带搭配学习。在这项研究中，101 名讲粤语的人阅读了包含 12 个目标搭配的三篇英语文本。参与者扮演杂志编辑的角色，被要求确定这三篇文章是否可以在下一期出版。一半的参与者（– 指南，n = 50）被要求在阅读后简单地接受或拒绝文本，而另一半（+ 指南，n = 51）则收到包含一系列具体审查标准的任务指南。在编辑任务期间记录参与者的眼球运动，并且要求每种情况下的 10 名参与者在观察他们的眼球运动时产生刺激回忆。其余参与者（n = 81）对目标搭配的了解是在任务完成后立即和两周后通过形式回忆和识别测试来测量的。结果显示，任务指导导致了更长的注视时间和对目标搭配的依赖，以及在立即测试后的表现的提高。刺激的回忆进一步表明任务指导鼓励更多以目标为导向的阅读。研究结果强调了仔细的任务设计对于促进阅读中的偶然搭配学习的重要性。