Abstract
Over the past decades, studies of EFL/ESL vocabulary acquisition have identified the significance of collocations in language learning. Due to the fact that collocations have been regarded as one of the major concerns of both EFL teachers and learners for many years, the present study attempts to shed light on the impact of corpus-based collocation on EFL learners' collocation learning and awareness. 60 Iranian EFL learners, who participated in this study, were chosen randomly based on their scores in an OPT exam. There were two groups, experimental and control ones. The study examined the effects of direct corpus-based collocation instruction on EFL learners' collocation learning. For 15 sessions the control group received single-item vocabulary or, the usual work of their class and the experimental group received lexical collocation instruction as treatment. The same test as post-test was given to the learners when the treatment accomplished, and after that a t-test and kolmogorov-smirnov test between the pre-tests and post-tests were calculated. According to the results demonstrated by the statistical program, the effectiveness of the treatment was noticeable. This study suggests that direct corpus-based collocation instruction can be a worthy alternative. It demonstrated that the learners, who were in the experimental group, got aware of the existence of collocations, used them and learnt them properly, and they also started to find the collocation of every other word, which they learnt during the term, by themselves because the treatment appealed to them.
Highlights
Vocabulary was neglected after the growth of Communicative Language Teaching (CLT)
This study suggests that direct corpus-based collocation instruction can be a worthy alternative
This study investigated the effect of the corpus-based collocation instruction on English as foreign language (EFL) learners' collocation learning of 60 intermediate learners through teaching corpus-based collocation to them on a 15 session treatment in Bayan and Kish institutes in Iran
Summary
Vocabulary was neglected after the growth of Communicative Language Teaching (CLT). Learners could communicate but misunderstanding was inevitable because of lack of knowledge of vocabulary, its collocation and pragmatic collocations. A lot of researchers' attention was drawn to vocabulary teaching and its collocation. Afterward they came to this truth that lack of knowledge of collocation can prevent learners from inferring, and they misunderstand native speakers. Strong and powerful are two cases of near-synonyms. Two studies, Lien (2003) and Hsu & Hsu (2007) have examined whether the direct teaching of lexical collocations increases EFL students 'general language fluency. They will show how collocation instruction has positive impact on the learners 'language skills. In this study the impact of the corpus-based collocation instruction on learning collocations is being declared
Sign-in/Register to view highlights & summary 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.
