| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 90 === ABSTRACT
This study explored the effects of collocation instruction (CI) on EFL students’ vocabulary development, particularly the effects on high- and low-achievement students’ productive and receptive collocation competence. Three collocation tests were given to the subjects to see if there was any progress in their collocation competence between before and after CI. In addition, a questionnaire was adopted to investigate the subjects’ perception toward the CI activities.
Eighty-nine third-grade students from Kaohsiung Girls’ High School and San-min Vocational High School were recruited as the subjects in this study. They were further divided into high-achievement (HA) and low-achievement (LA) groups according to their scores in English Proficiency Test. Before CI, the subjects were required to take Test 1, the first collocation test. After CI, they took Test 2 and Test 3 within two weeks. In each collocation test, there were two tasks: fill-in-the-blank (FB) and multiple-choice (MC). The subjects were asked to complete FB task before doing the MC task.
The major findings in this study were summarized as follows:
1. The subjects’ receptive collocation competence was significantly higher than their productive one both before and after CI.
2. HA students had significantly higher collocation competence than LA students both before and after CI.
3. After CI, the subjects’ made more progress in receptive collocation competence than in productive one.
4. After CI, both HA and LA students made progress in productive collocation competence, but only LA students’ progress in FB-3 task reached the significant level.
5. After CI, both HA and LA students made progress in receptive collocation competence. All of their progresses reached the significant level.
6. Though they favored different CI activities, both HA and LA students held positive attitude toward CI.
To sum up, the results of this study indicated that CI had positive and beneficial effects on both HA and LA students’ collocation competence, particularly the growth of receptive one. Therefore, it is suggested that collocation units be included in English textbooks and teachers combine collocation instruction into vocabulary teaching. The more collocation competence EFL students could develop, the higher English proficiency level they would be at.
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