Is alliteration mnemonic without awareness-raising?

References

• Boers, F. (2011). Cognitive semantic ways of teaching figurative phrases: An assessment. Review of Cognitive Linguistics, 23, 227–261.
   Google Scholar
• Boers, F., & Lindstromberg, S. (2005). Finding ways to make phrase-learning feasible: The mnemonic effect of alliteration. System, 33, 225–238.
   Google Scholar
• Boers, F., & Lindstromberg, S. (2009). Optimizing a lexical approach to instructed second language acquisition. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Boers, F., Lindstromberg, S., & Eyckmans, J. (2012). Are alliterative word combinations comparatively easy to remember for adult learners? RELC Journal, 43(4), 127–135.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Cohen, J. (1994). The earth is round (p < .05). American Psychologist, 49, 997–1003.
   Web of Science ®Google Scholar
• Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. New York: Routledge.
   Google Scholar
• Durrant, P., & Schmitt, N. (2009). To what extent do native and non-native writers make use of collocations? International Review of Applied Linguistics in Language Teaching, 47(2), 157–177.
   Google Scholar
• Forsberg, F. (2010). Using conventional sequences in L2 French. International Review of Applied Linguistics in Language Teaching, 48(1), 25–51.
   Google Scholar
• Gries, S. (2011). Phonological similarity in multi-word symbolic units. Cognitive Linguistics, 22(3), 491–510.
   Web of Science ®Google Scholar
• Grissom, R.J., & Kim, J.J. (2012). Effect sizes for research: Univariate and multivariate applications (2nd ed.). New York: Routledge.
   Google Scholar
• Hamilton, M., & Rajaram, S. (2001). The concreteness effect in implicit and explicit memory tests. Journal of Memory and Language, 44, 96–117.
   Web of Science ®Google Scholar
• Holcomb, P., Kounios, J., Anderson, J., & West, W.C. (1999). Dual coding, context availability and concreteness effects in sentence comprehension: An electrophysiological investigation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 721–742.
   PubMed Web of Science ®Google Scholar
• Komuro, Y. (2009). Japanese learners’ collocation dictionary retrieval performance. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language: Multiple perspectives (pp. 86–98). Basingstoke: Palgrave Macmillan.
   Google Scholar
• Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics, 29, 694–716.
   Web of Science ®Google Scholar
• Laufer, B., & Waldman, T. (2011). Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61(2), 647–672.
   Web of Science ®Google Scholar
• Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. Hove: LTP.
   Google Scholar
• Li, J., & Schmitt, N. (2010). The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18(2), 85–102.
   Web of Science ®Google Scholar
• Lindstromberg, S., & Boers, F. (2008a). The mnemonic effect of noticing alliteration in lexical chunks. Applied Linguistics, 29, 200–222.
   Web of Science ®Google Scholar
• Lindstromberg, S., & Boers, F. (2008b). Phonemic repetition and the learning of lexical chunks: The mnemonic power of assonance. System, 36(3), 423–436.
   Web of Science ®Google Scholar
• Liu, D. (2010). Going beyond patterns: Involving cognitive analysis in the learning of collocations. TESOL Quarterly, 44(1), 4–30.
   Web of Science ®Google Scholar
• Lowry, R. (1998–2012). Vassar statistical computation. Online calculators. Accessed on various dates in 2011 and 2012 at: http://faculty.vassar.edu/lowry/VassarStats.html.
   Google Scholar
• Martinez, R., & Murphy, V.A. (2011). Effect of frequency and idiomaticity on second language reading comprehension. TESOL Quarterly, 45(2), 267–290.
   Web of Science ®Google Scholar
• Nadel, L., & Hardt, O. (2011). Update on memory systems and processes. Neuropsychopharmacology, 36(1), 251–273.
   PubMed Web of Science ®Google Scholar
• Nekrasova, T. (2009). English L1 and L2 speakers’ knowledge of lexical bundles. Language Learning, 59, 647–686.
   Web of Science ®Google Scholar
• Nesselhauf, N. (2005). Collocations in a learner corpus ( Studies in Corpus Linguistics 14). Amsterdam: John Benjamins.
   Google Scholar
• Paivio, A., Walsh, M., & Bons, T. (1994). Concreteness effects on memory: When and why? Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1196–1204.
   Web of Science ®Google Scholar
• Rubin, D. (1995). Memory in oral traditions: The cognitive psychology of epic, ballads and counting-out rhymes. London: Oxford University Press.
   Google Scholar
• Tribble, C., & Jones, G. (1990). Concordances in the classroom. London: Longman.
   Google Scholar
• Tulving, E. (1972). Episodic and semantic memory. In E. Tulving & W. Donaldson (Eds.), Organization of memory (pp. 381–403). New York: Academic Press.
   Google Scholar
• Tulving, E. (1985). Memory and consciousness. Canadian Psychology, 26, 1–12.
   Web of Science ®Google Scholar
• Tulving, E. (1993). What is episodic memory? Current Directions in Psychological Science, 2, 67–70.
   Google Scholar
• Tulving, E. (2002). Episodic memory: From mind to brain. Annual Review of Psychology, 53, 1–25.
   PubMed Web of Science ®Google Scholar
• Walker, I., & Hulme, C. (1999). Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 1256–1271.
   Web of Science ®Google Scholar
• Wessa, P. (2012). Free statistics software. Office for Research Development and Education. Accessed in May–June, 2012 at: http://www.wessa.net/.
   Google Scholar
• West, W.C. &, Holcomb, P. (2000). Imaginal, semantic, and surface-level processing of concrete and abstract words: An electrophysical investigation. Journal of Cognitive Neuroscience, 12, 1024–1037.
   PubMed Web of Science ®Google Scholar
• Wilcox, R. (2010). Fundamentals of modern statistical methods, substantially improving power and accuracy (2nd edn.). New York: Springer.
   Google Scholar
• Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press.
   Google Scholar
• Wu, S., Witten, I, & Franken, M. (2010). Utilizing lexical data from a web-derived corpus to expand productive collocation knowledge. ReCALL, 22(1), 83–102.
   Google Scholar
• Yamashita, J., & Jiang, N. (2010). L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly, 44(4), 647–668.
   Web of Science ®Google Scholar