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“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home
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In: Domínios de Lingu@gem, Vol 16, Iss 1, Pp 7-40 (2022) (2022)
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FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 590-599 (2021) (2021)
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DEVELOPMENT OF TEACHING MATERIALS IN WRITING DESCRIPTIVE TEXTS OF VOCATIONAL SCHOOL STUDENTS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 106-116 (2021) (2021)
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ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 316-341 (2021) (2021)
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| 5 |
IDENTIFYING ENGLISH LANGUAGE CLASSROOM ANXIETY OF STUDENTS OF INTERNATIONAL RELATIONS
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In: Studies in Linguistics, Culture, and FLT, Vol 8, Iss 1, Pp 6-15 (2020) (2020)
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STUDENTS’ LEARNING OUTCOMES OF BLENDED LEARNING IMPLEMENTATION IN WRITING LESSON
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 2, Pp 196-202 (2020) (2020)
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LECTURERS’ POLITENESS STRATEGIES AND STUDENTS’ COMPLIANCE IN ENGLISH FOR FOREIGN LANGUAGE (EFL) CLASS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 75-91 (2020) (2020)
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| 8 |
THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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| 9 |
PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF PRONUNCIATION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 47-55 (2020) (2020)
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| 10 |
Former les enseignants à l’exploitation phonologique d’un texte littéraire
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In: Corela, Vol 30 (2020) (2020)
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| 11 |
The Impact of Incorporating Stylistic Models of Inversion in Teaching Grammar on Students’ Comprehension of Literary Text
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In: Issues in Language Studies, Vol 9, Iss 2 (2020) (2020)
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| 12 |
Literacies in the Classroom
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In: Signum: Estudos da Linguagem, Vol 23, Iss 1, Pp 47-59 (2020) (2020)
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ASSESSING ENGLISH PRE-SERVICE TEACHERS’ KNOWLEDGE BASE OF TEACHING: LINKING KNOWLEDGE AND SELF-PORTRAYAL
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In: TEFLIN Journal, Vol 31, Iss 1, Pp 108-138 (2020) (2020)
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| 14 |
Influential Factors of Motivations and Perceptions of Teaching among Teacher Students
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In: Applied Linguistics Research Journal, Vol 3, Iss 4, Pp 59-69 (2019) (2019)
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| 15 |
A reinvenção da gramática em sala de aula / The Reinvention of Grammar in the Classroom
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In: Revista de Estudos da Linguagem, Vol 27, Iss 1, Pp 105-136 (2019) (2019)
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| 16 |
Qualitative Research in English Language Teaching and Learning
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 4, Iss 2, Pp 116-132 (2018) (2018)
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| 17 |
ENGLISH WRITING PERFORMANCE USING BLENDED LEARNING IN TVET EDUCATION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 2, Iss 1, Pp 28-36 (2018) (2018)
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| 18 |
The Portuguese Language Teaching Through a Literacy Project: the school newspaper
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In: Signum: Estudos da Linguagem, Vol 21, Iss 3, Pp 424-447 (2018) (2018)
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| 19 |
Experiential Learning Model in Enhancing Prospective English Teachers` Teaching Competence
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 3, Iss 1, Pp 78-98 (2017) (2017)
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| 20 |
Improving academic literacy by teaching collocations
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In: Stellenbosch Papers in Linguistics, Vol 47, Iss 0, Pp 153-179 (2017) (2017)
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Abstract:
This study explores the effect of teaching collocations on building academic vocabulary and hence improving academic writing abilities. A pre-/post-test experimental design was used to analyse collocations produced in two tasks completed by the study’s participants, English majors at a university in Burundi. They were presented with a completion task and an essay-writing task before and after being exposed to a collocation-based syllabus. The syllabus was designed by selecting target words from the Academic Word List (AWL) (Coxhead 2000) and collocations from the Oxford Collocations Dictionary for Students of English (Crowther, Dignen, and Lea 2002). The awareness-raising approach (cf. Barfield 2009) and an adapted version of McCarthy and O’Dell’s (2005) collocation web model were the techniques adopted for teaching collocations. The results show that participants performed significantly better on the post-test than on the pre-test in their production of collocations in both tasks. This suggests that an intervention contributes towards building students’ productive use of collocations in both cued recall and essay writing, supporting earlier findings (cf. Barfield 2009, Seesink 2007). In light of these findings, pedagogical consequences and avenues for improving higher education students’ use of collocations in writing are discussed.
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Keyword:
academic literacy; academic word list; African languages and literature; Language and Literature; P; P1-1091; Philology. Linguistics; PL8000-8844; productive knowledge of collocations; teaching collocations
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URL: https://doi.org/10.5774/47-0-267
https://doaj.org/article/e6baf24fb8564d6aabd22f26429479ad
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