명시적․암시적 연어 지도가 학습자들의 수용적․표현적 연어 지식 습득에 미치는 영향
Effects of Explicit and Implicit Collocation Instruction on Learners’ Acquisition of Receptive and Productive Collocation Knowledge
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The purpose of this study was to investigate the effects of collocation- based English vocabulary instruction on learners’ receptive and productive collocation knowledge acquisition and their attitudes toward collocation- based learning. Thirty 3rd year middle school students participated in the study. They were divided into two groups: the explicit group received direct instruction on target collocations, while the implicit group learned the target collocations indirectly by doing activities such as guessing meaning in context. Data sources consisted of pre- and post- test of collocation knowledge, survey, and in-depth interviews. The results of the study revealed that there was a significant improvement in collocation knowledge in both explicit and implicit collocation-based vocabulary instruction. The improvement of receptive collocation knowledge was especially more noticeable than that of productive collocation knowledge. Another major finding was that explicit instruction was more effective than implicit teaching in productive collocation knowledge acquisition, while there was little significant difference in receptive collocation knowledge acquisition between the groups. Additionally, the learners’ perception on collocation-based instruction was generally positive, and they were relatively well aware of the necessity of collocation learning.
Abstract
The purpose of this study was to investigate the effects of collocation- based English vocabulary instruction on learners’ receptive and productive collocation knowledge acquisition and their attitudes toward collocation- based learning. Thirty 3rd year middle school students participated in the study. They were divided into two groups: the explicit group received direct instruction on target collocations, while the implicit group learned the target collocations indirectly by doing activities such as guessing meaning in context. Data sources consisted of pre- and post- test of collocation knowledge, survey, and in-depth interviews. The results of the study revealed that there was a significant improvement in collocation knowledge in both explicit and implicit collocation-based vocabulary instruction. The improvement of receptive collocation knowledge was especially more noticeable than that of productive collocation knowledge. Another major finding was that explicit instruction was more effective than implicit teaching in productive collocation knowledge acquisition, while there was little significant difference in receptive collocation knowledge acquisition between the groups. Additionally, the learners’ perception on collocation-based instruction was generally positive, and they were relatively well aware of the necessity of collocation learning.
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