Does concordance strategy help EFL learners acquire lexical collocation?

Hiwa Weisi
Ph.D. Candidate
Department of English Language Teaching and Literature
Ilam Branch, Islamic Azad University, Ilam, Iran

Reference to this paper should be made as:

Hiwa Weisi

Weisi, H. (2015). Does concordance strategy help EFL learners acquire lexical collocation? Asian International Journal of Social Sciences, 15(1), 38 – 56.

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Collocational deficiency is a pervasive phenomenon in the production of EFL learners. EFL learners often fail to choose the correct combination of two or more words due to their unawareness of collocational properties in their production. As teachers of second or foreign languages, we have noticed that students have difficulty with learning lexical collocation in their second language. It is, however, the case that students use different strategies and techniques to learn lexical collocation in a better way. Concerning lexical collocation learning, generally used strategies are reading, listing, memorization, referring to dictionary and concordance. This study aims at finding any possible relationship between the lexical knowledge of 60 senior under-graduate EFL learners at the Islamic Azad University of Ilam and their use of different lexical collocation strategies. Moreover, it aims to explore and identify those strategies that are probably more frequently used by EFL learners. Divided into two proficiency levels, high and low, by a TOEFL test, the students accomplished two tasks, a collocation test and a structured questionnaire regarding their using different strategies in learning lexical collocations. The results indicated that high proficiency group scored high on the collocation test. Moreover the results also indicated that concordance and extensive reading were the most frequently used types of strategies by highly proficient learners.

Keywords: Concordance Strategy, EFL, Lexical Collocation,


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