지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of this study is to investigate the effect of explicit collocation teaching on Korean EFL learners’ collocation perception and acquisition. To that end, 170 university freshmen participated in the study. After explicit teaching of English collocations for the experimental group and implicit teaching for the control group respectively, both groups were administered a pretest, three immediate posttests, and four delayed posttests consisting of multiple-choice questions on ‘verb+noun’ collocations and vocabularies(pretest only). Several pedagogically important findings were observed. First, although the experimental group consistently outperformed the control group, the analyses of the three immediate posttests revealed that the mean differences between the two groups did not always show statistical significance. Second, the results of the four delayed posttests indicated that explicit teaching barely effected learners’ collocation acquisition. Third, medium size correlation was observed between students’ knowledge of collocated expressions and vocabularies. Implications based on the findings were proposed.
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