The Effectiveness of text based teaching of collocation on promoting students precision in writing
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Date
2017
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university of Oum- El- Bouaghi
Abstract
This present study is conducted to investigate the effect of the text-based teaching of collocation on promoting student's precision in writing. To fulfill the purpose of this study, a quasi-experimental design is opted for third- year students at Larbi Ben M'hidi University, Oum El Bouaghi. Two pre-existing groups of learners are randomly assigned, as an experimental and control group. The texts and the textual activities focusing on collocations are used as the target structures of the study. In which, the two groups are pre-tested on the written precision by collocation accurate usage. Then the experimental group is exposed to collocations and their usage through the text-based language teaching procedure, while the control group has no treatment except giving them a list collocations and its definition. After the treatment period, a post-test that is similar to the pre-test is administered for both groups to measure their written precision. The data analysis indicates that there is a positive relationship between the research variables in other words text-based analysis teaching of collocation shows a greater capacity in using those collocations to produce a well formed and precise piece of writing, since the number of collocations went high whereas the amount of the possible and misused or misformed collocations are reduced. It can be concluded that the research hypothesis is confirmed. Therefore, we recommend that teachers to adopt the text-based language teaching approach to enhance the students' use of collocations and eventually develop writing performance in terms of precision.
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Keywords
Language teaching, Writing precision