English collocations: A novel approach to teaching the language's last bastion

Zaabalawi, Rafe S.; Gould, Anthony M.

doi:10.1016/j.amper.2017.03.002

Cited by 23 publications

(14 citation statements)

References 8 publications

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“…In sum, oral practice proved more effective in fostering learners' consciousness and engagement which, in turn, more effectively contributed to the noticing and internalization of the collocations under study. As far as mere contextualization irrespective of modality is concerned, this finding agrees with those in Mirhassani and Talebi (2007) and Zarei and Tondaki (2015) and Zaabalawi and Gould (2017) who found that sentence writing significantly facilitated the retention and recognition of idioms.…”

Section: Discussionsupporting

confidence: 90%

“…Two studies by Mirhassani and Talebi (2007) and Zarei and Tondaki (2015) on the effect of context (sentence writing) on EFL learners' retention of idioms also revealed that sentence writing significantly contributed to the recall and recognition of idioms. Zaabalawi and Gould (2017) report on the results of a study where a writing course instructor raised an experimental group's awareness of the existence of collocations and provided students with adequate practice of the use of such structures. Specifically, it seems that the study's exposure intervention does enhance unprompted/natural native-speaker performance with collocations.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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The Effect of Oral and Written Contextualization of Collocation Instruction on the Learning and Retention of Semantically Semitransparent English Collocations

Hasani

Dastgoshadeh

2021

IJREE

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This study aimed to investigate the effect of oral and written contextualization of collocation teaching on the learning and long-term retention of semantically semitransparent collocations by Iranian EFL learners. To this end, 65 students were selected from a cohort of students who were studying English at an English language institute in Sanandaj, Iran. They were randomly divided into two groups based on whether they would receive oral and written contextualization. Then, each group was further subdivided into two groups based on whether they would receive instruction on the concept of semantic transparency, yielding two experimental groups each including 16 learners as the Written Practice Group plus and minus instruction on the concept of semantic transparency, two experimental groups as the Oral Practice Group plus and minus instruction on the concept of semantic transparency, including 16 and 17 learners, respectively. Their initial general English proficiency was measured through the Preliminary English Test (PET), and they were pretested on semitransparent collocations through a researcher-made collocation test. Finally, two equivalent researcher-made collocation tests were used to measure the participants' learning and retention on the immediate and delayed posttests. The results of two-way ANOVAs revealed that the oral group outperformed the written group on the immediate and delayed posttests and the plus transparency instruction groups in each modality (oral and written) group outperformed the minus transparency instruction groups. The interpretations of the findings and their pedagogical implications have been discussed.

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Section: Discussionsupporting

confidence: 90%

Section: Statement Of the Problemmentioning

confidence: 99%

The Effect of Oral and Written Contextualization of Collocation Instruction on the Learning and Retention of Semantically Semitransparent English Collocations

Hasani

Dastgoshadeh

2021

IJREE

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“…Despite the importance of collocational knowledge, as stated in the literature, the best way of gaining collocational proficiency has yet to be determined (Zaabalawi & Gould, ), and few studies have suggested effective ways to acquire collocational knowledge (Gatbonton & Segalowitz, ). It is obvious that collocations should be taught in a different way from other vocabulary items, since they pose serious challenges for language learners due to their unpredictable nature (eg, heavy rain, running water).…”

Section: Introductionmentioning

confidence: 99%

Learning collocations: Effects of online tools on teaching English adjective‐noun collocations

Başal

2017

Brit J Educational Tech

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Collocations are word combinations essential for achieving fluency in a given language. Considerable emphasis should therefore be placed on teaching collocations as a part of vocabulary instruction in language teaching. However, there is no current consensus on how best to teach collocations, and few studies have addressed the issue. This quasiexperimental study investigated the effectiveness of online tools for learning English adjective-noun collocations compared to learning collocations via traditional activities. A quasi-experimental design with a pretest and immediate and delayed posttests was applied to 53 participants (n 5 25 for the control group; n 5 28 for the experimental group). The test results reveal that participants in the experimental group who learned collocations with online tools performed significantly better on both immediate and delayed posttests, demonstrating the effectiveness of these tools on learning adjective-noun collocations. Method Research designThis study investigated the effectiveness of creating a collaborative dictionary using online tools while teaching adjective-noun collocations. The quantitative research design applied a quasi-3 342

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“…It also does not have a relationship necessarily with grammar, and knowledge of rules does not help them to formulate. Hence, collocations are not easily mastered and typically only dealt with during the latter phase of second language education (Zaabalawi, 2017). Historically, Firth (1957) is widely regarded as the developer of a lexical and the father of collocation since end of the 1950s (Martyńska, 2004;Shehata, 2008).…”

Section: Origin Of the Term 'Collocation'mentioning

confidence: 99%

Study On the Use of Collocations in Business Class Learners

Suleman

Deepa

Othman³

et al. 2020

Colomb. appl. linguist. j

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Previous studies have reported lack of collocational competence and difficulties among English as a second language (ESL) learners. However, collocation is crucial in second language acquisition. This research examined the receptive and productive knowledge of collocations among the business students of COMSATS University Islamabad Vehari Campus who studied ESL. It also investigated the gap in the use of collocations at a receptive and productive level. The sample included 61 males and 39 females out of the total sample size of 100. Employing a quantitative approach, we gathered the data through a questionnaire and two collocations tests, and we analysed them via SPSS version 20. The overall result of the collocation test indicated that 66.4% of the respondents had the correct answer at the receptive level compared with only 33.7% at the productive level. Moreover, the statistical result presented a great gap in the ability to utilise collocations at the productive and receptive levels. This result also affirmed that despite their ability to understand the collocations, the students had difficulties in identifying proper English collocations confidently. Local and native language experiences might be one of the reasons that caught the students from being more confident in identifying the English collocations.

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English collocations: A novel approach to teaching the language's last bastion

Cited by 23 publications

References 8 publications

The Effect of Oral and Written Contextualization of Collocation Instruction on the Learning and Retention of Semantically Semitransparent English Collocations

The Effect of Oral and Written Contextualization of Collocation Instruction on the Learning and Retention of Semantically Semitransparent English Collocations

Learning collocations: Effects of online tools on teaching English adjective‐noun collocations

Study On the Use of Collocations in Business Class Learners

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