The effect of teaching collocations on learners’ vocabulary retention
No Thumbnail Available
Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Université De Larbi Ben M’hidi Oum EL Bouaghi
Abstract
Learning vocabulary goes hand in hand with learning collocations, as the former is the considered as the major component of the latter. The main purpose of this research is to investigate the effect of teaching collocations on learners’ vocabulary retention. In order to achieve this aim, a quasi-experimental design was carried out. The participants were forty-six (46) pupils at Ahmad Lakhdar Boukharoba secondary school during the second term of the academic year 2020/2021. They were divided into two groups experimental group and a control group. A pretest was given to the two groups. During the treatment period, which lasted six sessions, the experimental group learned vocabulary through collocations using the word forks technique, and the control group received the traditional instruction. At the end of the experiment, both groups took the post-test which contains the same vocabulary used in the pretest but in a different order. Based on the statistical analysis, the findings showed that teaching collocations have a positive affect learners’ vocabulary retention. The outcomes of the study may lead syllabus designers to integrate collocations in the secondary school cource books.
Description
Keywords
collocations, vocabulary retention