The Effect of Teaching Collocations on the Students’ Perceptions toward Language Learning

Abstract

Knowledge of collocation is fundamental for both receptive and productive use of the language. Collocation is often regarded as insurmountable obstacle to the attainment of native-like fluency. In other words, collocation skill has often been used to differentiate native and non-native speakers. The aim of this study is to investigate the effect of teaching collocation on the students’ attitudes toward language learning in the classroom. To enhance both oral reading and speaking fluency, the researcher uses the repeated reading method to check the participants’ productive performance. In addition, the participants are introduced and taught to use the online language database during the learning process. The results indicate that the participants hold positive attitudes toward the explicit teaching of collocations. The analyzed data reveal that the participants’ language performance has been siginificantly affected by the instruction of collocations. The participants also express that they feel more confident and motivated to acquire accurate and native-like competence.