The impact of explicit instruction on collocation use in L2 speaking tasks

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: So Yun Park Yousun Shin
• 간행물 정보: 『영어교육연구』제37권 2호, 41~62쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.06.30

국문 초록

The study investigated how explicit instruction affects Korean EFL university students’ acquisition and application of verb-noun lexical collocations in speaking tasks. Using both contextualized and decontextualized practice exercises, thirty-nine students took part in a three-week instructional intervention aimed at 26 collocations. Changes in receptive and productive collocational knowledge as well as actual collocation use in speaking tasks were measured using a quasi-experimental pre test/post-test design. Participants performed speaking tasks evaluated over five analytical categories with Content-Organization, Vocabulary, Collocation Use, Grammar, and Pronunciation and they also completed receptive and productive written tests. The findings pointed to receptive knowledge showing more improvement than productive knowledge after instruction. During post-instruction speaking task, Vocabulary and Collocation Use showed notable increases. Though general speaking competence and vocabulary knowledge did not consistently forecast collocation use, strong correlations were shown between receptive and productive collocational knowledge. When combined with frequent input exposure and structured tasks, explicit collocation instruction effectively improved L2 learners’ collocational performance in both written and spoken tasks. The low degree of collocation use seen before instruction across proficiency levels, however, emphasized the need of concentrated classroom practices that actively encourage the effective use of collocations in EFL settings.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHODS

IV. RESULTS

V. CONCLUSION

REFERENCES

키워드

explicit collocation instruction EFL learners verb-noun collocations receptive knowledge productive knowledge speaking task