The Effect of Grouping and Presenting Collocations on Retention.

Autor/inn/en	Akpinar, Kadriye Dilek; Bardakci, Mehmet
Titel	The Effect of Grouping and Presenting Collocations on Retention.
Quelle	In: Teaching English as a second or foreign language, 18 (2015) 4, 22 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 5
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Kollokation; Fremdsprachenunterricht; Englischunterricht; Präsentation; Türkei
Abstract	The aim of this study is two-fold. Firstly, it attempts to determine the role of presenting collocations by organizing them based on (i) the keyword, (ii) topic related and (iii) grammatical aspect on retention of collocations. Secondly, it investigates the relationship between participants' general English proficiency and the presentation types on retention of collocations. Each collocation was presented in a single glossed sentence and distributed among 48 Turkish EFL learners, prospective English teachers, majoring in English at a Language Teaching department. Participants were upper-intermediate, lower-intermediate and advanced level learners. A pre- and two recall (immediate post and delayed post) collocation tests were administered to compare the effect of presentation types of collocations and their relationship between the participants' general English proficiency on retention. The results indicated a significant difference in grouping collocations based on grammatical aspect, especially for advanced and lower-intermediate learners. No significant difference was found in grouping collocations related to keyword and topic between the learners of any level on retention of collocations. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2