Year-end Sale % OFF 
Abstract
Research on collocations has been predominant for decades and decisive in debating the theoretical and pedagogical perspectives of collocations. Various approaches have been offered for best practices in teaching collocations. Despite this, we are yet to see an agreed-upon approach to teaching collocations. This study attempted to investigate the effect of explicit teaching of collocations. A further aim of the study was to see if test format affected the results. The results revealed that the explicit teaching of collocations had significantly improved the learners’ knowledge of collocations. In addition, test format did have a noticeable effect on the results. Finally, a significant variation was observed among the learners as to their ability to learn collocations.Keywords: Collocation, Vocabulary, Second language acquisition, Explicit teaching
Highlights
Research on collocations has been predominant for decades and decisive in debating the theoretical and pedagogical perspectives of collocations
The results revealed that the explicit teaching of collocations had significantly improved the learners’ knowledge of collocations
The first test was in the form of a Fill-in-the-Blank test and the second test contained a couple of reading texts in which the collocations were included
Summary
Research on collocations has been predominant for decades and decisive in debating the theoretical and pedagogical perspectives of collocations. The theoretical studies of collocations can be discussed from three perspectives: lexical, syntactic and semantic. Collocations are discussed in terms of their syntactic restriction (Nation, 2001) and semantic restrictions (Howarth, 1998; Lewis, 1997; Nation, 2001). Linguists and language educators have conducted empirical studies on measuring collocational knowledge (Aghbar, 1990; Hsu, 2002; Zhang, 1993), development of collocational knowledge at different levels (Gitsaki, 1999), and discovering the common collocational errors that the second language learners make. A further aim of the study was to see if test format affected the results
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 callMore From: International Journal of Applied Linguistics and English Literature
Disclaimer: 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.
