Explicit and Implicit Collocation Teaching Methods: Empirical Research and Issues

Autor/in	Mahvelati, Elaheh Hamed
Titel	Explicit and Implicit Collocation Teaching Methods: Empirical Research and Issues
Quelle	In: Advances in Language and Literary Studies, 10 (2019) 3, S.105-116 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Phrase Structure; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Intervention; Accuracy; Language Fluency; Individual Differences; Instructional Design; Learning Processes; Instructional Effectiveness; Course Descriptions; Linguistic Input; Linguistic Theory; Metalinguistics; Comparative Analysis + Suchen Sie Ihr Suchwort? Phrasenstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Individueller Unterschied; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Unterrichtserfolg; Kursstrukturplan; Sprachbildung; Linguistische Theorie; Metalanguage; Metasprache
Abstract	The need for integrating collocations into English language syllabuses in order to enhance EFL/ESL learners' language accuracy and fluency has been emphasized by a great number of researchers and scholars. Given this, finding viable collocation teaching methods has become the focal center of some specialists' interest. This has led into the emergence of various pedagogical suggestions some of which have aroused controversy. One of the most significant points of disagreement between these specialists concerns the effectiveness of implicit versus explicit collocation teaching methods. This article reviews the pedagogical potential of these two teaching approaches as well as the issues limiting generalizability of findings in the related literature. The review reveals that the scarcity of empirical studies which have compared the efficacy of these two controversial methods, lack of consistency in the reported findings, and neglect of some determining factors, such as learners' individual differences, have caused a great deal of confusion in the literature regarding the most effective pedagogical intervention. Further research is, therefore, required to address these gaps in the realm of collocation and help teachers, instructional designers and material developers effectively support learners in the learning process. Some suggestions for future research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01