명시적 연어교수가 연어인지와 연어습득에 미치는 영향

The Effect of Explicit Collocation Teaching on Collocation Perception and Collocation Acquisition

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.