Lexical Collocation Instruction and Its Impact on Iranian Non-academic EFL Learners’ Speaking Ability

Abstract

Words do not co-occur haphazardly and in fact lexical patterns are different. This difference in the lexical patterning causes potential problems in speaking. The present study intends to see if receiving treatment on the use of lexical collocations affects the pre-intermediate EFL students speaking proficiency. To achieve this aim, 50 pre-intermediate students of Iran Language Institute, Ahvaz branch were chosen and divided into two groups. In the instruction period of ten sessions, the experimental group received instructions on five common lexical collocation patterns such as Verb+ Adverb, Noun+ Verb, Verb+ Noun, Adverb+ Adjective, and Adjective+ Noun. Both groups took the same test before and after the treatment to measure their knowledge of collocation patterning. They also participated in a speaking task to assess their use of lexical collocation and overall oral proficiency. Results showed that the instruction of lexical collocation had a positive effect on the learners speaking proficiency and a moderate effect on their use of lexical collocations. This suggests that receiving instruction on the use of lexical collocation patterning can be effective in the enhancement of EFL students' language skills, specifically, their oral proficiency.