Open AccessThe Effect of Teaching Collocations on the Students’ Perceptions toward Language Learning
Author(s) -
Kun-huei Wu
Publication year - 2015
Publication title -
study in english language teaching
Language(s) - English
Resource type - Journals
eISSN - 2372-9740
pISSN - 2329-311X
DOI - 10.22158/selt.v3n3p215
Subject(s) - fluency , collocation (remote sensing) , psychology , competence (human resources) , first language , mathematics education , second language , reading (process) , perception , linguistics , cognitive psychology , computer science , social psychology , philosophy , machine learning , neuroscience
Knowledge of collocation is fundamental for both receptive and productive use of the language. Collocation is oftenregarded as insurmountable obstacle to the attainment of native-like fluency. In other words, collocation skill has often been used to differentiate native and non-native speakers. The aim of this study is to investigate the effect of teaching collocation on the students’ attitudes toward language learning in the classroom. To enhance both oral reading and speaking fluency, the researcher usesthe repeated reading method to check the participants’ productive performance. In addition, the participants are introduced and taught to use the online language database during the learning process.The results indicate that the participants hold positive attitudes toward the explicit teaching of collocations.The analyzed data reveal that the participants’ language performance has been siginificantly affected by the instruction of collocations. The participants also express that they feel more confident and motivated to acquire accurate and native-like competence.