Deliberate teaching of collocations - an intervention study of Czech upper-intermediate EFL students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10466922" target="_blank" >RIV/00216208:11410/22:10466922 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=NfiLzfSX9R" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=NfiLzfSX9R</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23362189.2023.2918" target="_blank" >10.14712/23362189.2023.2918</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Deliberate teaching of collocations - an intervention study of Czech upper-intermediate EFL students

Popis výsledku v původním jazyce

Collocation knowledge is claimed to be poor even among upper-intermediate and advanced learners of English as a second language, which implies that not enough attention is being drawn to these lexical items in lessons. To address this problem, we designed a 12-week teaching intervention in which the participants (39 students of Charles University in Prague) were divided into two groups: an experimental group with an intensive explicit collocation focus (20) and a control group with no such care dedicated to collocations in the input given (19). The division of the students was made in such a way that the groups were equal in terms of the variables which tend to influence the learning process the most, namely language aptitude, anxiety, motivation, and learning strategies. The results showed that the experimental group achieved significantly higher scores for collocation knowledge. No significant difference was found between the groups in understanding of word meanings. Deliberate teaching of collocations with systematic revision and practice thus proved to be more effective than meaning-focused teaching of individual words.

Název v anglickém jazyce

Deliberate teaching of collocations - an intervention study of Czech upper-intermediate EFL students

Popis výsledku anglicky

Collocation knowledge is claimed to be poor even among upper-intermediate and advanced learners of English as a second language, which implies that not enough attention is being drawn to these lexical items in lessons. To address this problem, we designed a 12-week teaching intervention in which the participants (39 students of Charles University in Prague) were divided into two groups: an experimental group with an intensive explicit collocation focus (20) and a control group with no such care dedicated to collocations in the input given (19). The division of the students was made in such a way that the groups were equal in terms of the variables which tend to influence the learning process the most, namely language aptitude, anxiety, motivation, and learning strategies. The results showed that the experimental group achieved significantly higher scores for collocation knowledge. No significant difference was found between the groups in understanding of word meanings. Deliberate teaching of collocations with systematic revision and practice thus proved to be more effective than meaning-focused teaching of individual words.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogika

ISSN

0031-3815

e-ISSN

2336-2189

Svazek periodika

72

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

24

Strana od-do

511-534

Kód UT WoS článku

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EID výsledku v databázi Scopus

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