Learners’ perceptions of a collocation instruction and practice component in a Chinese EFL context

Abstract

ABSTRACT This qualitative study explored the perceptions of EFL students at a Chinese university regarding collocation learning. The participating students were provided with a collocation instruction and practice component over ten weeks within a regular one-semester EFL course. The participants were 15 Chinese first-year non-English major students. The data consisted of semi-structured interviews conducted after the students had completed the intervention component (week 12). Analysis of the transcripts of audio-recorded interviews revealed that the students showed a generally positive attitude towards learning collocations. Also, the collocation component helped the participants raise their awareness of learning collocations, become less dependent on their first language in interpreting and using collocations, and highly value the importance of collocations in writing and translation. The students also expressed some concerns in learning and using collocations. Pedagogical implications are discussed.