Abstract
This study examined whether dictation or dictogloss is more efficient on improving Korean high school students’ English collocation knowledge. The 60 Korean high school students participated in the study and they were assigned to either the dictation or dictogloss group. The participants’ English collocation knowledge was measured through pre-, immediate post-, and delayed post-tests over the experimental period. The results showed that the students in the dictogloss group displayed better immediate learning outcomes than those in the dictation group, implying the immediate help from the use of dictogloss tasks in acquiring collocations. However, as to the retention of collocations, both of the dictation and dictogloss tasks were effective, showing no sustained initial advantage of dictogloss. Based on the findings of this study, implications and suggestions on how to teach L2 collocation more effectively in instructional settings were made.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
