This observational analysis reveals individual differences in cognitive abilities influence collocation recall and recognition during task-based reading.
Key Points
The study found that incidental collocation learning was significantly influenced by individual cognitive abilities.
Higher scores in the LLAMA B test and a three-squared task improved collocation recall and recognition.
Structural support did not enhance reading comprehension, but neutralized the effect of phonological short-term memory.
Careful task design is essential for helping learners acquire new features from second language reading.