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