Abstract
This study aims to examine the effects of Korean college students’ English collocation ability on their English speaking proficiency after having explicit learning of prefabricated chunks which contribute to fluent communication. 50 participants took a collocation test and a modified TOEIC sample test and 34 of the participants performed 1 minute speech recording activities for eight weeks. The result showed that their English proficiency was not correlated with their collocation ability and even high level students had difficulty in using collocation expressions. It was found that the more fluent in English speaking, the better they used English collocations but the corelation between collocation ability and speaking proficiency was not so high. Their errors in using collocations shed light on their interlanguage stage. It was suggested that EFL learners need many chances to use collocations in speaking English and more explicit collocation learning activities should be provided in class along with self-correction and teacher feedback.
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