Learning Collocations: Effects of Online Tools on Teaching English Adjective-Noun Collocations

Autor/in	Basal, Ahmet
Titel	Learning Collocations: Effects of Online Tools on Teaching English Adjective-Noun Collocations
Quelle	In: British Journal of Educational Technology, 50 (2019) 1, S.342-356 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Basal, Ahmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12562
Schlagwörter	Phrase Structure; Teaching Methods; Pretests Posttests; Form Classes (Languages); English (Second Language); Second Language Learning; Second Language Instruction; Language Fluency; Vocabulary Development; Computer Assisted Instruction; Control Groups; Experimental Groups; Instructional Effectiveness; Nouns + Suchen Sie Ihr Suchwort? Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Analytischer Sprachbau; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Wortschatzarbeit; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg
Abstract	Collocations are word combinations essential for achieving fluency in a given language. Considerable emphasis should therefore be placed on teaching collocations as a part of vocabulary instruction in language teaching. However, there is no current consensus on how best to teach collocations, and few studies have addressed the issue. This quasi-experimental study investigated the effectiveness of online tools for learning English adjective-noun collocations compared to learning collocations via traditional activities. A quasi-experimental design with a pretest and immediate and delayed posttests was applied to 53 participants (n = 25 for the control group; n = 28 for the experimental group). The test results reveal that participants in the experimental group who learned collocations with online tools performed significantly better on both immediate and delayed posttests, demonstrating the effectiveness of these tools on learning adjective-noun collocations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01