Effects of Collocation Activities on Korean Students’ Collocation Knowledge and Confidence in Output Skills

• 발행기관: 이화여자대학교 교과교육연구소
• 저자명: Ames, Trevor Andrew Kim, Nahk-Bohk
• 간행물 정보: 『교과교육학연구』제28권 제6호, 477~488쪽, 전체 12쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.12.31

국문 초록

This study investigates whether collocation activities would help language learners with their word partnership recollections and improve their output confidence. Forty-six participants engaged in fifteen-minute collocation activities in a chunking matter twice a week for twelve weeks. They took a pre-test before participating in collocation activities, a post-test after engaging in activities for 12 weeks, and a delayed post-test in 11 weeks after the post-test without further study. They were asked questions after each test to measure confidence levels and identify, though personal reflection, how students would rate their speaking and writing. The results show collocation activities had a positive impact on the retention of targeted collocations and increased confidence in speaking and writing. These findings imply that incorporating this approach to learn collocations can effectively improve elementary students’ speaking skills, facilitating the learning of English communication. The study concludes with practical suggestions for teaching collocations and pedagogical implications.

목차

I. Introduction

II. Literature Review

III. Methodology

IV. Findings and Discussion

Ⅴ. Conclusion and Implications

References

키워드

Collocations Chunking Output Skills Confidence Retention