Effectiveness of Lexical Collocation Instruction on Students’ Collocation Knowledge
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Abstract
The current study aimed to examine the effectiveness of lexical collocation instruction in enhancing EFL students’ collocation knowledge. The participants in this quasi-experimental study were 30 Mathayom 6 EFL students who were studying in the Science-Mathematic Program at a public high school. The instrument was a collocation test, administered as pre- and post-tests. Fifteen lessons of lexical collocation were taught in thirty hours of Fundamental English course. Descriptive statistics and Dependent Samples of t-test were employed to analyze the data quantitatively for comparing the participants’ performance at the pre-test and post-test. The results showed that the participants’ scores in the post collocation test increased significantly. The participants performed best on verb+noun collocations, but worst on verb +adverb collocations. After collocation instruction, the participants acquired the knowledge of collocations from the instruction. However, some categories of lexical collocations were found to be problematic for participants to acquire in spite of instruction.
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