Effect of tasks on learners’ understanding of collocations and its influence on the writing performance of L2 learners

Abstract

The present study determines the effects of Task-Based language teaching (TBLT) on the writing proficiency and collocational ability of second language (L2) learners who were enrolled in a Pakistani government college. Learning collocational vocabulary is essential for second language learners. Collocations are also crucial for learning a second language especially at the advanced and intermediate levels. The objective of the current study was to determine how collocation knowledge affected the writing abilities of advanced second language (L2) learners. Tasks are the primary instructional technique in the current study and their effects on learners' knowledge of collocations in college students' narrative essay writing were assessed using a range of communicative and awareness-raising task-based materials. Writing samples were collected at the beginning and end of the study to assess the writing abilities of second language (L2) learners. The interviews with participants were used to conduct a thematic analysis using the qualitative technique. Two teachers evaluated the writing sample and were interviewed. The assessors' observations from the interviews on language content, organizational skills, lexical range, use of target language and mechanics were considered while analyzing the impacts of the teaching strategy and collocation use. The data analysis revealed a considerable improvement in the students writing and collocation knowledge.