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Article published In: AILA Review
Vol. 36:2 (2023) ► pp.231–268

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Teaching lexical collocations to enhance speaking proficiency of college English majors in Taiwan

ORCiD logo with link | National Kaohsiung University of Science and Technology
 | National Chengchi University
Published online: 15 February 2024
DOI logo with link
https://doi.org/10.1075/aila.23005.hsu
Abstract
The present study explores lexical collocations and their relation to speaking proficiency of Taiwanese EFL college students learning English for academic purposes (i.e., EAP). The data is obtained from 92 English majors at a national university of science and technology in southern Taiwan. The results show that (a) direct collocation instruction promotes the subjects’ performance on their speaking fluency tests, outscoring the other two instruction types; (b) the advanced level students seem to benefit most as they outperformed the other three groups after receiving each of the three instruction types (i.e., lexical collocations, single-item vocabulary, and no instruction); and (c) no significant difference can be found between the high-intermediate and intermediate groups with regard to their post-instruction performances. Therefore, the current study concludes that direct collocation instruction deserves immediate attention and calls for a series of systematic studies to be done on the possible connection between lexical collocations and English proficiency of EFL learners.
Article outline
  • 1.Introduction
    • 1.1Development of collocational studies
    • 1.2Rationale of the present study
    • 1.3Defining and classifying collocations
  • 2.Review of related studies on English collocations
    • 2.1Effects of direct collocation teaching on the receptive English skills of Taiwanese EFL students
    • 2.2Effects of direct collocation teaching on the productive English skills of Belgian EFL students
  • 3.Methodology
    • 3.1Study setting and subjects
    • 3.2Research design
    • 3.3Instruments
      • 3.3.1An institutional English proficiency exam and a simplified IELTS speaking pretest
      • 3.3.2Instructional treatments: Sample speaking texts used for teaching
    • 3.4Data analysis and statistical procedures
  • 4.Research results and discussion
    • 4.1Analysis of research question one
      • 4.1.1Student performance immediately after instruction
      • 4.1.2Student improvement between the pre- and post-tests
    • 4.2Analysis of research question two
      • 4.2.1Student performances among the four English fluency levels immediately after instruction
      • 4.2.2Student improvement between the pre-and post-tests among the four English fluency levels
      • 4.2.3Summary on the student performances among the four fluency levels
  • 5.Conclusion
    • 5.1Pedagogical implications
    • 5.2Limitations of the study
    • 5.3Recommendations for future studies
  • Acknowledgements
  • Notes
  • References
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