| Summary: | 碩士 === 國立臺灣師範大學 === 英語研究所 === 91 === ABSTRACT
This study aims to investigate the collocational knowledge of senior high school students in Taiwan and also to examine the effects of explicit collocation instruction on the collocational competence of those students. 94 students at National Yang Mei Senior High School participated in this study, and they were divided into the experimental group and the control group. The former received the explicit collocation instruction for twelve weeks while the latter did not. This study used three kinds of tasks to examine the collocational knowledge of the participants: a questionnaire, two blank-filling collocation tests, and two compositions.
The results show that senior high school students’ collocational knowledge is quite insufficient and that collocational knowledge cannot be learned heuristically by them. The explicit collocation instruction was proved to be able to raise the students’ awareness of collocations and thus broaden their collocational knowledge. However, the instruction did not produce obvious effects on the students’ performance in the composition writing task. The results also reveal that senior high school students find verb＋noun collocations easier than the other types of collocations. In addition, those collocations which contain the new word they are learning, which often appear in their textbook, or which are frequently used in daily life are also found to be easy for senior high school students.
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