The Effect of Teaching Collocations on the Students’ Perceptions toward Language Learning

Wu, Kun-huei

doi:10.22158/selt.v3n3p215

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Learners' perceptions in relation to the importance of teaching and learning collocations have also been reported in the literature. In this respect, Wu (2015) investigated the effect that teaching collocations has on the perceptions of elementarylevel EFL students. Overall, findings showed that most participants reported positive attitudes toward the explicit teaching of collocations in the classroom.…”

Section: Vial N_19 -2022mentioning

confidence: 99%

Assessing the impact of the Lexical Approach on EFL perceived oral proficiency: What is the role of formulaic sequences?

Cancino

Iturrieta

2022

VIAL

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The Lexical Approach (LA) is a pedagogical method that emphasizes authentic language and learner exposure to co-occurring lexical units. The approach has garnered renewed interest over the last years due to its focus on the frequency of multi-word form-meaning distributions, which is in line with usage-based (UB) approaches to language acquisition. Thus, the present study sought to assess the impact of the LA on perceived oral proficiency and formulaic sequence use. To this end, 38 English as a Foreign Language adult learners at a language institute were divided into two groups, one of which was exposed to 38 teaching hours of instruction based on LA principles. Both groups were asked to perform two oral tasks that were evaluated by three judges in terms of oral proficiency and number of formulaic sequences used. Results revealed that the LA group outperformed the control group in perceived overall oral proficiency scores and in the number of formulaic sequences used, and that there were positive moderate correlations between these measures. Pedagogical implications emphasizing the importance of exposing learners to lexical chunks by means of authentic materials are discussed, as well as their relevance in EFL contexts that focus on the short-term achievement of grammatical accuracy.

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Section: Vial N_19 -2022mentioning

confidence: 99%

Assessing the impact of the Lexical Approach on EFL perceived oral proficiency: What is the role of formulaic sequences?

Cancino

Iturrieta

2022

VIAL

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“…Also, Wu (2015) studied the the effect of teaching collocation on the students' attitudes toward language learning in the classroom. To enhance both oral reading and speaking fluency, the researcher used the repeated reading method to check the participants' productive performance.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Reading Short Stories on Learning English Collocation among Pre-Intermediate EFL Learners

Mohammadnejad¹

2018

JSR

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One of the most problematic areas for foreign language learning is collocation. Iranian EFL learners mostly complain about being unable to talk voluntarily in class since they are not able to produce collocations and new vocabularies because they have of feeling anxious. This study aimed at investigating the effect of reading short stories on learning English collocations among pre-intermediate EFL Learners. The study had an experimental design and the sample of the study consisted of 54 students chosen from the results of a placement test to determine the pre-intermediate level students in Simin Language Institute in Sari. They were placed into 2 groups of experimental and control. Data of the study were collected through a collocation test used as pretest and posttest. The teacher assessed the effect of reading short stories on learning English collocations among pre intermediate EFL learners. The collected data were analyzed through statistical methods by SPSS software version 21. Results showed that the experimental group outperformed the control group on the measure. This indicated that reading short stories had a statistical significant effect on EFL learners' collocation learning. Results had implications for teachers, learners and material developers.

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“…Studies that have explored teachers' and students' perceptions on vocabulary teaching and learning are limited (Borg, 2006;Gao & Ma, 2011), while perception-based studies on collocations and collocation learning are scarce (Phuong, 2012;Wu, 2015). However, such investigation is important, as it would help identify mismatches between teacher and student perspectives, which then can be used to equip teachers with appropriate professional knowledge and beliefs to support students' learning efforts (Gao & Ma, 2011).…”

Section: Research On English Collocationsmentioning

confidence: 99%

“…Teachers also stated that they focused on commonly used collocations in activities such as comparing the synonyms of collocations, and they attributed students' collocational errors to the negative transfer from their native language, and students' habit of learning words in isolation. In Taiwan, Wu (2015) investigated the effects of using an online database on collocation teaching, and students' perceptions of collocations by means of a questionnaire, preand post-tests, and an interview. Students' answers showed that before training they lacked awareness of the concept of collocation, resulting in erroneous production of collocations.…”

Section: Research On English Collocationsmentioning

confidence: 99%

İngilizceyi Yabancı Dil Olarak Öğrenen Türk Öğrencilerin ve Türk İngilizce Öğretmenlerinin Eşdizimlilik Algısı

Mutlu

Kaşlıoğlu

2016

Sakarya University Journal of Education

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This study explored perceptions of Turkish EFL teachers and learners on teaching and learning of collocations. Participants were 32 high school teachers and 326 students from five different state schools. The participants completed a questionnaire, and semi-structured interviews with 6 teachers were conducted to further explore the issues related to their perceptions and practices of teaching collocations. Results indicated that teachers consider it crucial to develop learners' collocational knowledge starting from beginner levels. According to them, the main sources of collocational errors are learners' unawareness of collocation as a concept and first language interference. Teachers reported that they specifically allocate teaching time for most frequently used collocations. Regarding learners, their responses indicated that most of them believe collocations play an important role in language learning. However, they think that teachers do not always dedicate enough time for collocations during teaching. Learners also believed that their collocational errors mostly stem from Turkish interference, and that the most effective strategy to study collocations is through collocational grids. The results of the study are discussed with reference to previous research conducted in different EFL settings, and in terms of practical applications for foreign language teaching in Turkey.

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The Effect of Teaching Collocations on the Students’ Perceptions toward Language Learning

Cited by 4 publications

References 15 publications

Assessing the impact of the Lexical Approach on EFL perceived oral proficiency: What is the role of formulaic sequences?

Assessing the impact of the Lexical Approach on EFL perceived oral proficiency: What is the role of formulaic sequences?

The Effect of Reading Short Stories on Learning English Collocation among Pre-Intermediate EFL Learners

İngilizceyi Yabancı Dil Olarak Öğrenen Türk Öğrencilerin ve Türk İngilizce Öğretmenlerinin Eşdizimlilik Algısı

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