Titel: |
"Minimum Input, Maximum Output, Indeed!" Teaching Collocations Through Collocation Dictionary Skills Development |
Personen: | Kim, Sugene |
Jahr: |
2017 |
Typ: |
Aufsatz |
Periodikum: |
Lexikos. Journal of the African Association for Lexicography
|
Seiten: |
265-286 |
Band: |
27 |
Untersuchte Sprachen: |
Englisch*English - Koreanisch*Korean |
Schlagwörter: |
Benutzungsforschung*usage research
Didaktische Nutzung*educational purposes
Kollokationen/Phraseologismen/Wortverbindungen*collocations/phraseologisms/multi word items
zweisprachige bzw. mehrsprachige Lexikografie*bilingual/multilingual lexicography
|
URI: |
http://lexikos.journals.ac.za/pub/issue/view/85 |
Zuletzt besucht: |
29.10.2018 |
Abstract: |
This study examined the teachability of collocations through cultivating EFL learners'
collocation dictionary skills. Fifty-nine EFL college students participated in the study, and they
received two 75-minute instructions between pre- and post-tests: one on the definition of collocation
and its importance, and the other on the skill of looking up collocational information in the
Naver Dictionary - an English-Korean online dictionary. During the second instruction, the students
were trained to consult the dictionary for collocation production in the order of node word
selection, word sense distinction, collocate type location, and feasible collocate identification. A
comparison of collocation production test scores through a paired-samples t-test indicated that
teaching collocation dictionary skills substantially improves learners' ability to produce natural
collocations regardless of proficiency differences. In addition, the survey data collected at the end
of the semester suggested that the participants perceive the instruction as necessary and helpful in
gaining collocational competence and that their dictionary consultation behaviors have changed
after receiving the instruction. Equipping EFL learners with collocation dictionary skills was also
found to help them raise a sense of learner autonomy. |